Project-based Learning Approach Research Articles

Comparative analysis of layered curriculum and project-based learning approaches in an oral radiological course.

This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice. Forty-nine 3rd-year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre-test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5-week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5-week training period, a post-test and a post-participation questionnaire were administered to students in both groups to obtain feedback. The pre-test and post-test results of the groups and their answers to the post-participation questionnaire were analyzed statistically. Post-test results were statistically higher than pre-test results in both LCM and PBLM groups (p<0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre-test and post-test results (p>0.05). Both PBLM and LCM positively contributed to pre-graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.

The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach

This study presents a Project-Based Learning (PBL) approach – the Multidisciplinary Project I course (MPI) - conceived to improve critical thinking skills of first-year business students while also mobilizing teamwork and communication skills. The main goals are to 1) describe the methodological PBL approach of MPI and 2) analyze changes in critical thinking, team working, and communication skills during the semester (pre- and post-test) by comparing management and economics students enrolled in MP1 (n= 946) to a control group (n= 210) including students from other courses. Our findings show that, at the end of the semester, MPI students reported a greater reduction in their critical thinking difficulties and communication apprehension and improvements in teamwork skills. This study provides evidence supporting the inclusion of PBL approaches to promote skills in business students that can be transferable to real-world settings.

Implementation of a STEM-Based Project-Based Learning Model to Improve Students' Science Process Skills on Alternative Energy Material

Science process skills are skills that students must have in learning Physics because students are required to be able to apply scientific methods and knowledge and develop the knowledge skills they already have, so that science process skills are needed by students to face the real world which is dominated by technology and science. The purpose of this study is to ascertain how students' science process abilities in studying physics are affected by a STEM (science, technology, engineering, and mathematics) project-based learning approach. The study's sample was selected through the use of purposeful sampling. The sample consisted of thirty-four X grade students from a public high school in Bandung City. Formative pretest-posttest testing was used in this study as part of a quantitative pre-experiment methodology. Twelve multiple-choice questions were utilized in a formative evaluation of the abilities of the science process to collect research data. The results revealed that the moderate group had an N-Gain score of 0.61. A high category for observing and classifying indicators and a medium category for forecasting, measuring, drawing conclusions, and presenting indicators are used to categorize the improvement in science process skills indicators. Thus, the STEM-based learning model can improve students' science process skills.

Integrating Project-Based Learning in a Quality Management Course: Implementation Process and Students’ Perception

Contemporary students are no longer interested in traditional courses based on the transmission and memorization of theoretical knowledge. Instead, they are looking to apply this knowledge and become more operational in order to facilitate their professional integration. In response to these evolving dynamics, teachers are compelled to develop new teaching practices and introduce effective approaches that encourage students to take an active role in their learning process. One notable approach to addressing these needs is Project-Based Learning (PBL). This research presents a case study of using PBL as a pedagogical method in higher education. It aims to integrate the PBL approach into a Quality Management course and then evaluate its effectiveness and effects as perceived by students. The methods employed were document analysis and a questionnaire survey. The results showed that the PBL approach was implemented in five main steps: identification, design and planning, group constitution, realization, and evaluation. This approach was perceived as effective regarding the activities provided and the teacher’s role, and had positive effects on helping students improve some life skills such as creativity, autonomy, communication and decision-making. However, weaknesses were reported, including a lack of time and insufficient collaboration within groups.

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education

South African Higher Education Institutions (HEIs) are undergoing a digital revolution, facing challenges from social, historical, and cultural diversity and low schooling backgrounds. Incorporating digital technology into teaching and learning has become essential, yet a notable digital divide persists. Students with Information Communication Technology (ICT) skills perform better in higher education compared to those from resource-restrained or marginalized communities, such as Pinetown, Durban, South Africa. This research aims to equip learners and teachers in South Africa to adapt to the rapid pace of technological change while examining the pedagogical approaches of matric teachers in digitally preparing matric learners for HEIs. A quantitative research approach was utilized to collect primary data from a sample of 363 teachers across 25 high schools in Pinetown, selected based on Krejcie and Morgan’s (1970) methodology, ensuring an appropriate representation for the population of 1,300. A high response rate was achieved, facilitated by a pilot phase that clarified the research subject for participants. In addition to primary data, relevant secondary literature was also utilized. The findings revealed that a majority of teachers prefer problem-based and project-based pedagogical approaches and acknowledge the benefits of an online learning environment. These results indicate that most teachers are capable of digitally preparing matric students for higher education. Therefore, problem-based and project-based teaching and learning approaches should be emphasized in the field of digital technology. It is also recommended that teachers and lecturers in HEIs utilize online platforms to enhance the curriculum. Keywords: Digital pedagogy, Higher Education, Digital divide, ICT skills, South African education, Problem-based learning, Project-based learning

Assessing the Impact of the Project-based Learning Approach on Students’ Academic Achievement and Attitudes Toward English Lesson

Assessing the Impact of the Project-based Learning Approach on Students’ Academic Achievement and Attitudes Toward English Lesson

Meningkatkan Keterampilan Berpikir Kritis Siswa Menggunakan Model Project Based Learning Berbantuan Media Audio Visual Fase C Kelas VI SDN 033913 Kalang Baru

This research aims to apply the Project Based Learning model to improve critical thinking skills of Phase C Class VI students of Elementary School UPT SD Negeri 033913 Kalang Baru. This research process uses a classroom action research (CAR) method assisted by audio-visual media involving 5 Phase C class VI students in the 2024/2025 academic year. The results of the analysis show a significant increase in students' critical thinking skills in the application of the Project Based Learning model in each cycle for two meetings. The implementation of the PjBL model steps that have been applied such as determining basic statements, preparing project plans, preparing schedules, monitoring, testing results, and evaluating experiences. The results of the observation show that each meeting gets a good average score. The overall achievement of activities at the first meeting reached 95% for the assessment of observer 1 and 96.25% for the assessment of observer 2. The overall achievement of activities at the second meeting reached 97.5%. The teacher's ability to Determine Basic Questions in cycle I increased by 50% to 83.3% with an increase of 66.7%. Teachers' ability in Making Project Design in cycle I increased by 80% to 90% with an increase of 12.5%. Teachers' ability in Monitoring Project Progress in Cycle I increased by 83.3% to 100% with an increase of 20%. Teachers' ability in Assessing Results in cycle I increased by 80% to 90% with an increase of 12.5%. Teachers' ability in Evaluating Experience in cycle I increased by 50% to 100% with an increase of 100%. Students' ability in Providing Simple Explanations in cycle I increased by 30% to 60% with an increase of 100%. Students' ability in Building Basic Skills increased by 26.7% with an increase of 100%. Students' ability in Making Inferences increased by 40% with an increase of 100%. Students' ability in Providing Further Explanations increased by 26.7% with an increase of 100%. Students' ability in Organizing Strategies and Tactics increased by 33.3% with an increase of 100%. The recommendations of this study include facilitating teachers in implementing an effective Project Based Learning model and expanding the project-based and interactive learning approach model.

Meningkatkan Keterampilan Berpikir Kritis dengan Materi Gereja sebagai Umat Allah Menggunakan Model Problem Based Learning Berbantuan Media Audio Visual Fase F Kelas XI SMA Negeri 1 Sorkam Barat Kabupaten Tapanuli Tengah

This researcch aims to apply the Problem Based Learning model to improve critical thinking skills of Phase F students of Class XI of Senior High School SMA N 1 Sorkam Barat. The results of the analysis showed a significant increase in students' critical thinking skills in the application of the Problem Based Learning model in each cycle for two meetings. The results of the observation showed that each meeting got a good average score. The overall achievement of activities in the first meeting reached 95% for the assessment of observer 1 and 96.25% for the assessment of observer 2. The overall achievement of activities in the second meeting reached 97.5%. The teacher's ability to Orient Students to Problems in cycle I increased by 50% to 83.3% with an increase of 66.7%. The teacher's ability to Organize Students to Learn in cycle I increased by 80% to 90% with an increase of 12.5%. The teacher's ability to Assist Research is 100%. The teacher's ability to Develop and Present Work Results in Cycle I increased by 83.3% to 100% with an increase of 20%. Teachers' ability in Evaluating the Problem Solving Process in cycle I increased by 80% to 90% with an increase of 12.5%. Students' ability in Providing Simple Explanations in cycle I increased by 30% to 60% with an increase of 100%. Students' ability in Building Basic Skills increased by 26.7% with an increase of 100%. Students' ability in Making Inferences increased by 40% with an increase of 100%. Students' ability in Providing Further Explanations increased by 26.7% with an increase of 100%. Students' ability in Organizing Strategies and Tactics increased by 33.3% with an increase of 100%. The recommendations of this study include facilitating teachers in implementing effective Problem Based Learning models and expanding project-based and interactive learning approaches.

Effectiveness of STEM Learning Model and Project-Based Learning to Enhance Critical Thinking Skills in Senior High School

STEM and Project-Based Learning (PjBL) learning models have been applied to support 21st century learning. However, no empirical evidence has been found to reveal the combined effectiveness of the two models. This study aims to determine the effectiveness of STEM, Project-Based Learning (PjBL), and lecture learning models in improving critical thinking skills. The research was conducted at SMA Negeri 8 Ternate City, North Maluku Province, involving 64 students divided into three classes studying Indonesian natural resource management. A concurrent embedded strategy combining quantitative and qualitative data collection was used. Initial test data indicated reliability at 0.76, with normality tests for the STEM model at 0.08, the PjBL model at 0.13, and lecture learning at 0.14, all showing normally distributed data. The homogeneity test showed homogeneous data with a value of 1.097. The balance test using one-way ANOVA indicated balanced initial abilities (Fhitung 2.52 Ftabel 3.14). Results demonstrated that by applying the STEM and PjBL learning models, students achieved proficiency in critical thinking skills. Final test data, including normality tests, one-way unequal ANOVA, and post-ANOVA tests, showed significant improvement in critical thinking skills. The STEM model and PjBL model were both effective with no significant differences between them, while both differed significantly from the lecture learning model. The results suggest that both STEM and PjBL models are effective in enhancing critical thinking skills. To address the shortcomings of traditional lecture methods, educators should consider integrating STEM and PjBL approaches into their teaching practices.

Improving 4C Skills Through the Application of Gamification-Based Interactive Evaluation Media Using Flipped Classroom Integrated Project Based Learning Model

This study sought to ascertain how well students' 4C skills were improved by utilizing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach. Pre-experimental research with a quantitative approach and one sample class was the methodology employed in this study. Students enrolled in the Jambi University Chemistry Education Study Program's course on chemistry learning curriculum creation served as the study's samples. A questionnaire was used to collect data on the 4C competencies of the pupils. The normalcy of the variation in the students' 4C skills outcomes was examined. The data from the sample class is normally distributed and parametric tests can be performed if the significance value is higher than 0.05. In this study, one sample t-test was employed for hypothesis testing. To find out how well gamification-based interactive evaluation materials combined with a flipped classroom and project-based learning approach improve 4C abilities, hypothesis testing was done. The study's conclusion is that students' 4C skills can be effectively improved by implementing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach.

Implementing innovation in project-based learning in electro-mechanical engineering education

This study investigates the implementation of project-based learning (PBL) in electro-mechanical engineering education, emphasizing the modeling and application of an innovation process to enhance student engagement, motivation, and employability. Initially, the innovation process was systematically modeled using Structured Analysis and Design Technique (SADT) to manage and organize skills, knowledge, and resources effectively. This model was subsequently applied in an educational experience focused on highly technical aspects such as energy conversion modeling, mechanical improvements, material science, and efficiency analysis. These aspects were primarily applied in the context of permanent magnet synchronous machines employed in electric vehicle (EV) axles. The SADT modeling allowed for a clear delineation of the innovation phases, ensuring a structured approach to project execution. Statistical analysis of the PBL approach indicated significant improvements in student performance, with a 25% increase in problem-solving skills and a 30% enhancement in critical thinking abilities. The case study demonstrated that industry-oriented projects significantly boost student satisfaction, particularly in problem definition and solution identification, leading to a more engaging and effective learning experience.

Navigating the Curriculum Landscape: The Impact of Curriculum 2013 and Merdeka Curriculum on Teachers' and Students' Learning Outcomes in Indonesia

This study explores the impact of implementing the 2013 Curriculum and the Independent Curriculum on teachers and student learning outcomes in Indonesia. The 2013 curriculum is designed to improve the competencies of 21st century students through a scientific approach and project-based learning. However, its implementation is limited, including the lack of teacher readiness and adequate infrastructure. On the other hand, the Independent Curriculum offers a more flexible and student-centered approach, focusing on character development and life skills. This study uses a mixed approach, involving surveys and in-depth interviews to analyze the perceptions of teachers and students from different regions. The study results show that the Independent Curriculum significantly increases student motivation and engagement, especially through a project-based learning approach. And more than 50% of teachers agree that the integration in independent curriculum is is more effective in helping teachers to design more effective in learning.. However, the main challenge in implementing this curriculum is the resource gap, especially in remote areas. Many teachers also have difficulty adjusting to more innovative teaching methods, although they welcome the flexibility offered by this curriculum. The study concludes that while the Independent Curriculum has the potential to improve the quality of learning, its success is highly dependent on the support of more intensive teacher training and the improvement of educational infrastructure. The main recommendation is the need for more focused efforts to ensure equal access to education and increase teacher capacity throughout Indonesia.

High school graduates’ perceptions of space studies in formal education

Science, technology, engineering, and mathematics (STEM) subjects are a significant concern in educational systems worldwide. Students who learn these subjects acquire skills and knowledge that enable countries to develop advanced technological infrastructures in industry and academia, ultimately driving local and global economies toward a more advanced future. However, many countries have reported reduced student interest in STEM studies. While students become interested in STEM subjects after joining space education projects, these are often informal activities that occur outside schools. Space education allows students to explore several subjects simultaneously through a multidisciplinary approach and facilitates the development of important skills required in the knowledge-intensive industry and academia. Hence, this research aimed to analyze the perceptions and attitudes of high school graduates exposed to school-based space studies within the formal educational framework in relation to their motivation to undergo STEM studies and other pedagogical issues. The results reveal students’ high degree of motivation to undergo STEM studies through space education, which is an expected but not obvious finding. As for the pedagogical aspect, the issues highlighted by space education include learning activities outside the classroom, the acquisition of skills, and the use of the project-based learning (PBL) approach.

Enhancing Cultural Awareness through Project-Based Learning: A Study on Historical Preservation in Kazakhstan

The Mangistau region of Kazakhstan is rich in cultural heritage and is characterized by various toponyms reflecting its multifaceted history. In the context of the Mangistau region, incorporating the cultural and historical context into the program helps students form a deeper connection with the region and its tangible and intangible heritage. By learning historical place names and their etymological origins, students gain insights into the history and cultural development of the region. This study investigates the teaching of etymological analysis of historical toponyms of the Mangistau region through project-based teaching and its impact on student’s attitudes toward history and interest in historical and cultural values. The study employed a quasi-experimental design based on quantitative research methods. According to this design, pre-test results were used to divide the groups into experimental and control groups. The participants comprised 61 students (Experimental group n=31; Control group n=30) studying in the 2nd grade of a high school in Almaty, Kazakhstan, in the 2023-2024 academic year. The experimental group was taught project-based learning activities for six weeks, while the control group was taught historical toponyms and etymological analysis of the Mangistau Region using traditional teaching methods and techniques. The Attitudes Toward Historical and Toponymy Subjects Scale and the Interest in Historical and Cultural Values Scale were used as data collection instruments. The pre-test and post-test results of the experimental and control groups were analyzed using the Independent Samples t-test technique. The analysis revealed that the students in the experimental group demonstrated significantly higher mean scores in the post-test compared to the control group. The findings indicated that teaching with a project-based learning approach on historical toponyms and etymological analysis of the Mangistau region increased students’ interest in and attitudes toward historical and cultural values.

Vertically integrated project: uniting teaching, research, and community in favor of sustainability

Purpose Higher education institutions (HEIs) are crucial in sustainable development. To this end, they must infuse sustainability into all their endeavors. This study aims to delve into the unique vertically integrated project (VIP), a project-based learning approach and its impact on students’ skills and the surrounding community. Design/methodology/approach The research design was collaborative, reflecting the spirit of the VIP. Step 1 involved an action research approach, where students and instructors worked closely with municipal representatives to identify challenges and devise solutions for local economic development. In Step 2, students' voices were heard through a survey. Step 3 encompassed presentations in scientific and nonscientific events, capturing the community’s perception as a valuable feedback loop. Findings The authors identified the most effective policies implemented by municipalities that excelled in indices related to the business environment. VIP enhanced students’ soft skills, including critical thinking, teamwork and community spirit. The outcomes of the VIP were effective in identifying public policies aimed at social transformation. Practical implications This study’s findings offer significant insights for HEI managers, guiding them in adopting interdisciplinary pedagogical practices. These practices, in turn, foster sustainable development within both internal and external communities. Furthermore, the empirical study’s focus on improving local community governance can potentially enhance the local business environment. Originality/value Literature emphasizing the social dimension of sustainability in HEIs is scarce, particularly those practices related to teaching, research and extension linked to projects aimed at community sustainability. This study introduces interdisciplinary practices encouraging student involvement in addressing tangible issues and searching for solutions to community problems.

Development of Independent Curriculum IPAS Teaching Materials Using a Project-Based Learning Approach Assisted with the Kvisoft Flipbook Maker Application to Increase the Learning Motivation of Class IV Primary School Students

This research aims to develop IPAS teaching materials using a Project Learning approach assisted by the Kvisoft Flipbook Maker application to increase the learning motivation of fourth-grade elementary school students. This type of research is Research and Development (R&amp;D) research using a 4-D development model consisting of four stages: analysis, design, development, and implementation. The media developed is science and technology teaching materials using a Project Learning approach assisted by the Kvisoft Flipbook Maker application to increase the learning motivation of fourth-grade elementary school students. The results of the research show that: the validity test of IPAS teaching materials obtained an overall validity value of 91.80 % in the very valid category; The teacher's practicality results were 93.30 % in the convenient category and the students' practicality results obtained a percentage of 93.50 % in the convenient category; the effectiveness used in increasing the learning motivation of fourth-grade elementary school students received an N-gain value of 0.73 in the high category. From the results of this research, it can be concluded that the IPAS teaching materials using the Project Based Learning approach assisted by the Kvisoft Flipbook Maker application to increase the learning motivation of fourth-grade elementary school students are valid, practical and effective and can increase the learning motivation of fourth-grade elementary school students.

Enhancing ITNY students' comprehension of philanthropy through project-based learning

This study explores the effectiveness of Project-Based Learning (PBL) as a pedagogical approach to enhancing students' understanding of philanthropy at the Institute of Technology National Yogyakarta (ITNY). The research aims to assess how PBL can deepen students' knowledge and practical engagement with philanthropic activities, fostering a more profound appreciation and awareness of social responsibility. Through the integration of real-world projects, students were given opportunities to collaborate, plan, and execute philanthropic initiatives, allowing them to experience firsthand the impact of their contributions.Society 5.0 comes with an orientation to address various social issues, including economic challenges. With the increasing number of students, there is a significant opportunity to respond to Society 5.0 by enhancing students' understanding of philanthropy. Therefore, the aim of this research is to demonstrate that a project-based learning approach is an effective method for deepening students' understanding of philanthropy at ITNY. The methodology involves case studies with data collection through interviews, observations, and documentation, while supporting data is gathered from literature. The results indicate that the term philanthropy is not yet familiar among ITNY students; conversely, they are more acquainted with zakat, infaq, sedekah, and wakaf (ZISWAF), as these have become part of their behavioral beliefs. Through project-based learning implemented in Islamic education courses, students not only become familiar with philanthropy but also gain a deeper understanding. Ultimately, students are able to synergize their technical skills with their beliefs in engaging in philanthropy, as evidenced by the products they create.

Improving the statistical competence and collaborative skills of preservice teachers through learning by teaching and project-based learning

The purpose of the current study was to investigate the impact of an integrated approach, combining Learning by Teaching (LbT) and Project-Based Learning (PBL), on the statistical knowledge, attitudes, and collaborative abilities of preservice teachers in the Thai educational context. The research, which was designed as a one-group experimental study, involved a sample of 27 preservice teachers from the Faculty of Education at Mahsarakham University in Thailand. We conducted participant selection using cluster random sampling. The study employed a set of instruments, including: 1) an LbT-PBL integrated learning management plan, 2) a collaborative skill evaluation form, 3) a statistical skill evaluation form, and 4) a statistical attitude evaluation form. Descriptive statistics and a one-sample t-test were employed for data analysis, utilizing a predefined criterion of 80. The findings indicate the enhancement of statistical knowledge and attitudes as well as collaborative skills among participants through the integrated LbT and PBL approaches. This empirical support confirms the success of the integrated model in advancing statistical competence and collaborative skills, especially in the context of teacher education. The positive impact on statistical knowledge and collaborative abilities highlights its potential to shape future pedagogical practices, underscoring the significance of this innovative approach in enhancing the skillset of preservice teachers.

Project-based learning as an innovative approach for overcoming tertiary EFL students' barriers to learning English and coming closer to their L2 ideal self

PurposeThis study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.Design/methodology/approachThe L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.FindingsThe paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.Research limitations/implicationsThis study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.Practical implicationsPractically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners connect to their own experiences and develop a range of transferrable skills while acquiring language capabilities.Originality/valueThis paper concludes that the adopted innovative pedagogical approach served as a channel for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.