Project-based learning through e-Learning platforms in Lithuanian primary education: insights into teachers’ practices

The integration of project-based learning (PBL) in primary education has proven effective in fostering students’ critical thinking, creativity, collaboration, and problem-solving abilities. When implemented through eLearning platforms, PBL can be enhanced by digital environments that combine pedagogical and technological characteristics supporting interactive learning, personalization, and continuous formative assessment. This study aimed to evaluate the pedagogical-technological characteristics of e-learning platforms relevant to the implementation of PBL in Lithuanian primary education. A multi-stage Delphi study was conducted involving 22 primary school teachers experienced in applying educational technologies and project-based learning. In the initial stages, the research team developed and validated a PBL-oriented evaluation instrument, followed by an expert-based selection and in-depth assessment of eight e-learning platforms available for Lithuanian educational practice. The findings revealed substantial differences in how platforms support the main phases of the PBL process. The highest evaluations were given to LearnLab and SMART Lumio, which demonstrate a balanced integration of pedagogical and technological characteristics aligned with PBL logic, whereas content-oriented platforms such as Moodle showed limited adaptability. The final Delphi round generated expert-informed recommendations for enhancing platform design and pedagogical functionality. The study contributes to the understanding of how e-learning platforms can operationalize project-based learning principles and provides an empirically grounded framework for improving technology-enhanced PBL in primary education.

The project-based learning is common in postmodern education. Therefore is a concept frequently promoted in teachers’ interactions at any level of school activities. The project-based learning was introduced in Romanian national curriculum in 2012. The benefits for children are well known: project-based learning meets their interests, stimulates their curiosity, shapes their relationships, builds their knowledge, and matches all their stylistic profiles. Nevertheless, project-based learning sets the skills for life-deep learning. The educated parents, who have had professional contacts with management models from foreign countries, have already understood the inefficiency of academic skills in the absence of other abilities. The project-based learning could transform Romanian school into a friendly environment that meets parents’ interests too. The entire primary education is organized according to the principles of postmodern education. Do primary school teachers use project method? How do primary school teachers use projects in their teaching strategies? Do Romanian primary school teachers consider there is a need of cultural adaptation for project method? In order to answer to these questions we have analysed the data collected in a questionnaire-based inquiry addressed to primary school teachers from Brașov. Our empirical study shows the conditions in which the project method is used in primary education.

This study aims to see an overview of students' self-directed learning experiences when conducting project-based learning. This study uses a qualitative method with a phenomenological approach. Participants in this study are students who are or have participated in project-based learning. Data analysis was carried out using the Interpretative Phenomenological Analysis (IPA) method to understand students' in-depth experience in managing self-directed learning. The validity of the research is maintained through triangulation of data sources and confirmation of results to participants The research results show that students who have good self-directed learning skills can overcome various challenges in project based learning such as problems in team collaboration and time management. In addition, the self-evaluation carried out by students during the learning process helps them improve critical thinking skills, resource management and independence. Intrinsic motivation factors and external support play an important role in supporting the success of self-directed learning in project based learning. This research concludes that self-directed learning plays a significant role in increasing the effectiveness of studenjt learning in project based learning, both in terms of academic results and life skills development

This article discusses the benefits of project-based and self-directed learning to develop competency in utilizing a second language and working collaboratively. The background premise of these modes of learning is provided, demonstrating that they work well for differentiated levels and language skills and improve student competence. Some of the areas examined are intercultural and scientific, ones that require the use of specific language in context. In addition, the concept of creating projects that increase student investment and motivation to make learning more relevant is juxtaposed with a student’s competency in an area after having participated in traditional approaches to learning. The overall benefit of the use of project-based and self-directed learning is that it allows the student to develop a higher skill set and greater engagement with the subject matter, producing better language and content outcomes. Keywords: Project-based learning; self-directed learning; intercultural communication; STEM; third space.

Labor education in primary schools is a crucial component in implementing the “Five-Education Integration” policy, playing an irreplaceable role in cultivating students’ labor literacy and shaping correct labor values. With the deepening of global education reforms, typical countries such as the United States, Germany, Japan, and Finland have developed distinctive primary school labor education systems. This study takes these countries as research subjects and employs literature review, comparative research, and case analysis methods to systematically analyze the differentiated characteristics of labor education curriculum objectives, structures, and content across these nations. It further explores the application effectiveness of practical models such as project-based learning and experiential teaching. By addressing common issues in China’s primary school labor education, including curriculum systems, teaching practices, and resource support, this research extracts internationally adaptable insights tailored to China’s context. Finally, it proposes specific optimization strategies from two dimensions—curriculum system optimization and teaching practice innovation—to provide theoretical support and practical pathways for the high-quality development of labor education in Chinese primary schools.

Several challenges were identified in the learning process, notably that 70% of students experienced difficulties working in groups or teams, indicating a lack of collaborative skills. Furthermore, only 20% of students actively participated in group activities, with the majority preferring to work independently. These deficiencies in problem solving and collaboration may negatively impact students’ academic achievement. This study aimed to analyze the implementation of Project-Based Learning (PBL) in improving the problem solving skills and collaborative abilities of kindergarten students in Group B. A quasi experimental method with a quantitative approach was employed. The research design utilized was the Posttest Only Control Group Design. The population of the study consisted of 120 Group B kindergarten students, with a total sample of 30 students selected through purposive sampling. Data were collected using observation methods, with an observation sheet serving as the primary instrument. The data analysis techniques included qualitative descriptive statistics, quantitative statistics, and Multivariate Analysis of Variance (MANOVA). The results of the study revealed a significant difference in the application of project based learning to students’ problem solving skills and collaborative abilities. The Pillai’s Trace value was 0.770, with a significance level of p < 0.05, indicating that the model had a strong and meaningful effect on both skill sets simultaneously. In conclusion, project based learning is demonstrated to be an effective and comprehensive instructional strategy for supporting the integrated development of problem solving and collaborative skills in kindergarten Group B students.

Project-Based Learning (PjBL) is highly relevant learning with a 21st century paradigm and competency framework formulated in the Partnership for 21st Century Skills, where 21st century student outcomes include learning and innovation skills that include creativity and innovation skills, thinking critical, and problem solving skills. , communication and collaboration skills (Partnership for 21st Century Skills, 2008). Based on observations of student learning at SMKN 6 Mataram, it shows that student learning outcomes are low (60% of students have not yet completed studying chemistry), and based on a search for alumni in October 2021, the alumni unemployment rate reaches 59.72%, the Project-based learning model (PjBL) is one way to do this. to resolve the issue. The PjBL learning model has a positive influence in improving problem solving, critical thinking, and creativity (Selçuk et al., 2013). This is supported by Miftahurrohmah et al 2021 who said that project-based learning using Zoom Meetings can have a positive influence on creative thinking skills and mastery of concepts. Therefore, it is necessary to train on “The Effectiveness of Project-Based Chemistry Learning on Concept Understanding and Creative Thinking Skills for Vocational Students. The training was held at SMKN 6 Mataram in April 2022. The population in this study were all X grade students of SMKN 6 Mataram in the 2021/2022
 academic year. The sampling technique in this training uses the "purposive sampling" technique. The sample to be taken is class X DPIB which uses a project-based learning model. This sampling is based on the material to be tested, namely acid and base. There are two variables in this training, namely the independent variable and the dependent variable. The independent variable is a project-based learning model, where the project used is the identification of acids and bases on several building materials and materials that are often used in everyday life, while the dependent variable is mastery of concepts with six indicators, namely remembering, understanding, and understanding. apply (apply), analyze (analyze), evaluate (evaluate), create (create). and creative thinking skills with indicators of Fluency, flexibility, originality and elaboration. The type of data used in this training is quantitative data in the form of a Chemistry concept mastery test and a Creative Thinking Test. The effectiveness of the Project-based learning model for students of SMKN 6 Mataram on acid-base material can be determined by taking into account the pretest and posttest scores obtained by students. Based on the data obtained, it shows that project-based learning is effective in increasing students' understanding of concepts with a learning mastery percentage of 78%, and high effectiveness in improving students' creative thinking skills with an N gain of 81.79%.

Writing is a complex skill requiring cognitive, linguistic, and creative capacities, particularly challenging for English as a Foreign Language (EFL) learners. This review explores the effectiveness of Project-Based Learning (PBL) in enhancing English writing skills, emphasizing its potential to address common challenges faced by learners. PBL promotes active engagement, critical thinking, collaboration, and creativity through real-world, student-centered tasks. By integrating interdisciplinary approaches and authentic materials, PBL fosters practical language use and improves linguistic competencies, including grammar, vocabulary, and organizational skills. The review synthesizes findings from studies conducted in various educational contexts, highlighting the multifaceted benefits of PBL. Research demonstrates that PBL significantly enhances students' writing skills, including their ability to structure ideas coherently and apply genre-specific conventions. It also supports the development of essential 21st-century skills, such as problem-solving, time management, and teamwork. Furthermore, PBL has been shown to increase learners’ confidence and motivation, transforming writing tasks into meaningful and engaging experiences. While PBL presents notable advantages, challenges such as time constraints, resource limitations, and the need for teacher training remain. Addressing these barriers requires strategic implementation, adequate teacher preparation, and the use of clear project guidelines. Despite these challenges, the evidence supports PBL as a transformative pedagogical approach for enhancing writing skills. This review underscores the value of integrating PBL into EFL instruction to prepare learners for academic and professional communication demands while fostering linguistic proficiency and critical life skills.

Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students’ perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.

Project-Based Learning (PjBL) is a prominent instructional model fostering critical thinking, problem-solving, and collaboration skills among students through real-world projects. However, the role of teachers in PjBL implementation remains underexplored. This study investigates teachers' perspectives on their role in PjBL, aiming to identify strategies, challenges, and opportunities in PjBL facilitation. Semi-structured interviews were conducted with experienced PjBL teachers using a qualitative approach. Thematic analysis revealed teachers' multifaceted roles as facilitators, coaches, mentors, and assessors, employing strategies such as scaffolding, collaboration, and technology integration to support student learning. Despite challenges like time constraints and curriculum alignment issues, teachers perceive PjBL as valuable for enhancing student engagement and learning outcomes. The study concludes that teachers' perspectives on PjBL facilitation are influenced by their beliefs, experiences, and contextual factors. To support effective PjBL implementation, continuous professional development, administrative support, and resource access are essential. Recognizing and addressing teachers' perspectives can facilitate successful PjBL adoption in diverse educational settings. This study contributes nuanced insights into teachers' roles in PjBL, offering practical implications for educators, curriculum developers, and policymakers striving to enhance PjBL implementation and effectiveness.

Project-based learning (PBL) is an innovative teaching approach that fosters active learning in primary schools. Instead of traditional instruction, PBL engages young learners in hands-on projects that require critical thinking, collaboration, and problem-solving. By working on meaningful tasks, students develop a deeper understanding of subjects while enhancing key 21st-century skills such as communication, creativity, and self-directed learning. In primary education, PBL encourages curiosity and active participation, making lessons more engaging and relevant. Teachers act as facilitators, guiding students through inquiry-based learning processes. Projects are often designed around real-world problems, allowing students to connect classroom knowledge with everyday life. This approach not only improves academic performance but also builds social and emotional skills. Students take responsibility for their learning, work in teams, and gain confidence in expressing their ideas. Additionally, PBL supports differentiated learning, catering to diverse student needs and learning styles. Despite its benefits, successful implementation of PBL requires careful planning. Teachers must design structured yet flexible projects, provide necessary resources, and create an environment where students feel encouraged to explore and experiment. When effectively integrated into the curriculum, PBL transforms primary education into an active, student-centered experience, preparing children for lifelong learning

The problems solving skills of class V students in mathematics learning are still relatively low. One of the things that causes this is the teacher's tendency to carry out learning conventionally through lecture, question and answer and assignment methods. Teachers have a dominant role in finding, processing and explaining the material being taught. Students are not given the freedom to elaborate on the material taught through collaboration with their peers. The objectives of this research are: to describe the influence of the project-based CI Collaborative Learning Model on students' problems solving skills; Describe the interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills. The research method used was Quasi Experiment with a Nonequivalent Pretest-Posttest Only Control Group Design. The research instruments used were problem solving skills tests and learning motivation questionnaires. The results of the homogeneity test and normality test of problems solving skill show that the sample variance is homogeneous and normally distributed. After fulfilling the prerequisite tests, a hypothesis test is carried out and it can be concluded that the project-based CI Collaborative Learning Model has a significant effect on students' problems solving skills. Apart from that, there is no interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills

Project-based learning (PBL) is an educational model that is believed to enhance student learning experience and academic achievement. The Buck Institute for Education (BIE) is the promoter of PBL. The Chinese Ministry of Education emphasizes the importance of project-based learning in its curriculum standards. Research shows that PBL improves student academic achievement, engagement, critical thinking, and promotes collaboration and innovative thinking. However, the implementation of PBL faces many challenges, such as project design complexity, individual student differences, time management, assessment standards development, teacher role changes, resource constraints, and curriculum integration. Addressing these challenges requires teachers with keen insight, flexible teaching strategies and continuous professional development. There are differences between project-based learning and traditional teaching in student performance, such as initiative and engagement, critical thinking and problem solving, teamwork and communication skills, as well as in-depth understanding and transfer of knowledge. This study uses quantitative research design to numerically describe the implementation of investigation-based project-based learning and analyze its relationship with student achievement. The subjects were teachers and students (172 teachers, 2,154 students) from three schools in Guangdong, China, and the sampling was purposeful, focusing on teachers and students using project-based learning.

One of the pedagogical approaches that actively makes use of the 21st century learning strategy is project-based learning (PjBL). Students' problem-solving skills are enhanced and they are better equipped to deal with challenges in the real world thanks to project-based learning. Additionally, it teaches computational thinking to students. This study aims to examine the impact of technology-integrated project-based learning on students' acquisition of programming abilities in computer science courses. The project-based learning approach aims to teach students how to responsibly manage their learning choices. Projectbased learning was carried out in this study using the PBL Gold Standard (2020) model paradigm, which has 7 components. All seven of these elements will be used by the student in their study to help them better understand Python programming techniques. Each element of this strategy represents the learning characteristics of the twenty first century and functioned as a manual for integrating project-based learning in the classroom. Based on the literature analysis, this Gold Standard PBL approach uses seven project-based learning components: significant material, a need to know, a driving question, student voice and choice, 21st century skills, creativity, and reflection. For this research, a one-group pre-test and post-test design with 30 students (n=30) from form 3 was used. The students were selected from a small school in Penang, Malaysia. The outcomes of the post-test were utilized to identify the challenges that students had encountered while studying Python programming code as part of the computer science courses. Before this class, students had limited knowledge of Python programming. After this investigation, the students are pleased and confident in their knowledge of Python programming. The results showed that about 40% of students fared better on the post-test than pretest. It was discovered that the student's understanding in Python programming has significantly increased from the average mean score 57 % to 74.5 % marks. Meanwhile, there were a significant change in the means of the pre- and post-test for the experimental group that indicates the project-based learning approach had a positive effect on students' acquisition of programming skills. Therefore, project-based learning plays as a learning strategy to help students acquire knowledge and solve problems. The project-based learning approach can improve student’s engagement with the material, and active learning during the teaching and learning process when compared to other teaching strategies, such as the conventional teacher-centred learning method. Moreover, the study only focussed in Python programming code topic and did not explore the effectiveness of other programming topic. Only students from one school involved in the research study, thus the results cannot be generalized to other population. In conclusion, it is hoped that this study will assist educators in understanding how to reduce students' misconceptions and understanding about programming code especially Phyton and implemented project-based learning in the classroom to create meaningful learning for the students.

Attention is being paid to project-based learning (PBL), which can cultivate problem-solving skills proactively, collaboratively, and practically. However, since problem-solving skills are ambiguously defined and elementary problem-solving abilities are unclear, the effectiveness of PBL is difficult to evaluate. We defined problem-solving skills as "understanding both the procedure and viewpoints on problem-solving and being able to practice problem-solving" and developed the PBL body of knowledge (PBLBOK) from the perspective of project management. PBLBOK associates the problem-solving procedure with the phases and associates the viewpoints with different knowledge areas. To evaluate the effectiveness of PBL more accurately, we developed a PBL evaluation method. We divided the problem-solving ability by the phase and the knowledge area of PBLBOK. This method makes it possible to measure changes in problem-solving skills before and after PBL practice. As a result, problem-solving skills can now be measured in detail.