Project-based learning: A review of the literature
Open accessAbstract
Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students’ autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher education. The majority of the reviewed studies were based on a quasi-experimental pretest–posttest design with some baseline equivalence established but no random allocation of participants to control and experimental groups, and as a result, a causal link between PBL instruction and positive student outcomes cannot be established with certainty. Modern digital technology, group processes of high quality, teachers’ ability to effectively scaffold students’ learning and provide guidance and support, the balance between didactic instruction with in-depth inquiry methods and well-aligned assessment have been identified in the literature as facilitating factors in the implementation of PBL. The article concludes with six key recommendations considered to be essential for the successful adoption of a PBL approach in the mainstream school setting.
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Within STEM, PBL has a positive influence on students' attitudes toward learning and fosters team communication and collaborative behavior.
“Within STEM, PBL was found to have a positive influence on students' attitudes toward learning and to foster team communication and collaborative behavior [9], [10].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [10]
Cites
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594 · see citing works
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · cited 1× · see citing works
“…process and outcomes with teachers identifying suitable assessment moments where they can first generate ‘teachable moments’ (Lehman, George, Buchanan & Rush, 2006) and then create formative scaffolds to guide and support their students along the project process (Hmelo-Silver et al., 2007).”
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20248 · Cited by 423 · cited 3× · see citing works
“Other studies have used state standardised test averages against which to compare the performance of 7 th /8 th grade students (Geier et al., 2008) and 12 th grade students (Schneider, Krajcik, Marx & Soloway, 2002).”
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Kong, S.-C., Cheung, M.-Y. W., & Tsang, O. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100214 · Cited by 167 · see citing works
Savelka, J., Agarwal, A., An, M., Bogart, C., & Sakr, M. (2023) · Proceedings of the 2023 ACM Conference on International Computing Education Research V.1 · doi:10.1145/3568813.3600142 · Cited by 141 · see citing works
Project-based learning in integrated science education: Active teachers’ perceptions and practices
Haatainen, O., & Aksela, M. (2021) · LUMAT: International Journal on Math, Science and Technology Education · doi:10.31129/lumat.9.1.1392 · Cited by 97 · see citing works
FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices
Rocker Yoel, S., & Dori, Y. J. (2022) · IEEE Transactions on Education · doi:10.1109/te.2021.3104268 · Cited by 36 · see citing works
“Within STEM, PBL was found to have a positive influence on students’ attitudes toward learning and to foster team communication and collaborative behavior [9], [10].”
Early Adolescents’ Adjustment at School: A Fresh Look at Grade and Gender Differences
Brass, N., McKellar, S. E., North, E. A., & Ryan, A. M. (2019) · The Journal of Early Adolescence · doi:10.1177/0272431618791291 · Cited by 32 · see citing works
Saparbayeva, E., Abdualiyeva, M., Torebek, Y., Kostangeldinova, A., Tursynbayev, A., Takibayeva, G., & Sabalakhova, A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2461978 · Cited by 11 · see citing works
- Authors
- Kokotsaki, D., Menzies, V., & Wiggins, A.
- Affiliations
- Durham University (GB)
- Corresponding author
- Kokotsaki, Dimitra
- ORCID
- Kokotsaki, Dimitra
- Venue
- Improving Schools
- Publisher
- SAGE Publications
- Published
- 2016-07-24
- Volume
- 19
- Issue
- 3
- Pages
- 267-277
- ISSN
- 1365-4802 (ISSN-L)
- 1475-7583
- OpenAlex
- W2492304725
- Cited by
- 1,760
- References
- 3
- Citations by year
- 2026: 249 · 2025: 289 · 2024: 357 · 2023: 270 · 2022: 224 · 2021: 136 · 2020: 123 · 2019: 76 · 2018: 25 · 2017: 10 · 2015: 1
- FWCI
- 164.22
- Type
- journal article
- Language
- en
- Open access
- Locations
- Improving Schools (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion)
- Durham Research Online (Durham University) (acceptedVersion, other-oa)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Keywords
- project-based learning, student-centred instruction, student independence, collaboration, reflection, inquiry-based learning, scaffolding, assessment alignment, digital technology in education, implementation factors, student outcomes
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