The Evolution of Project-Based Learning: Historical Foundations, Theoretical Perspectives, and Modern Applications
Keywords:
Project-Based Learning, Constructivist Education, Experiential Learning, Digital Learning Tools, Interdisciplinary EducationAbstract
This paper examines the evolution of Project-Based Learning (PBL) from its historical foundations to its contemporary applications in modern education. Rooted in constructivist theories, PBL has emerged as a dynamic pedagogical approach that promotes critical thinking, problem-solving, and collaborative learning. This study traces the theoretical perspectives that have shaped PBL, including experiential learning, social constructivism, and inquiry-based instruction. It also explores the integration of technology in PBL, emphasizing how digital tools, artificial intelligence, and virtual learning environments enhance student engagement and knowledge acquisition. The research further highlights the challenges of implementing PBL, such as teacher training, curriculum alignment, and assessment methods. By analyzing case studies from K-12 and higher education settings, this paper demonstrates the effectiveness of PBL in fostering interdisciplinary learning and preparing students for real-world challenges. The findings advocate for the continued refinement of PBL methodologies to align with evolving educational demands and technological advancements.
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