Enhancing Project-Based Learning in 21st-Century Classrooms: Lessons from Dewey and Kilpatrick’s Progressive Ideas

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Project-Based Learning (PBL) is a practical pedagogical approach that fosters deeper learning in 21st-century classrooms. Since multiple interpretations of PBL exist, it raises questions about what the key principles of PBL are. To address that, one approach is to revisit the foundational principles of PBL from the history of curriculum studies as history informs current practice. Historically, PBL is rooted in the ideas of two prominent educational theorists, John Dewey and William Kilpatrick. However, limited research has examined the similarities and differences between the ideas of Dewey and Kilpatrick, whose ideas are still relevant and continue to influence PBL’s development. This paper explores how Dewey’s and Kilpatrick’s progressive ideas connect with current PBL practices, particularly regarding learning standards, assessment, and technology integration. By examining Dewey’s and Kilpatrick’s ideas, this paper provides valuable guidance for educators on effectively implementing PBL to enhance students’ deeper learning.