Project based learning in post-primary school in Ireland – a narrative literature review of the transition year programme to understand evolving digital spaces

Abstract

ABSTRACT Aim Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students’ digital competence. Research Question How are PBL Environments understood in the context of the TYP? Approach This paper follows the steps of a literature review and thematic synthesis. Findings Themes are identified and described, summarising the most current TYP research in Ireland. Sufficient time must be allocated for the coordination of activities and the facilitation of collaboration among teachers to foster participation in DS. Moreover, the TYP should incorporate structured opportunities for students to gain exposure to PBL in DS.