Project-Based Learning Pedagogy: Bridging Theory and Practice for Real-World Impact

Sayed Mahbub Hasan Amiri ()

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3810-3831

Abstract: The emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems. In the K-12 context, an exploration of PBL’s theoretical underpinnings in constructivism, experiential learning, and situated cognition, is accompanied by a discussion of PBL’s application across educational contexts, including higher education and professional training. The study features case studies and empirical evidence that underscore the efficacy of PBL in encouraging critical thinking, collaboration and civic engagement. But issues like inequities in resources, complexity of assessment, and resistance to change remain that require systemic solutions like teacher training, public-private partnerships, and policy reforms. Shifts like AI/VR integration and global collaborative initiatives are trends that hint that PBL can also adapt abreast with the advancing tech. Through leveraging theory with practical experience, impact reactions and methodical insights, this article calls attention to PBL as a change agent improving educational equity and lifelong learning and encourages stakeholders to place a shared emphasis on PBL, as pedagogical innovation in response to a 21st-century societal, and workforce need.

Date: 2025
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