Conventional textbook-based education in which much emphasis is laid on memorization and performance in exams is becoming unsuitable to the needs of the 21 st century. The world is fast changing and progressing technologically, globalizing, and the workforce needs; therefore, learners need to acquire lifelong skills, which include critical thinking, problem-solving, adaptability, collaboration, and creativity, and emotional intelligence. The current research paper examines the meaning of education beyond books, and it focuses on the emphasis in changing the current traditional instructional methods from content-focused to experiential, skill-oriented, and holistic methods of learning. This paper explores how project-based learning, technology enhanced education, and experiential models can help to fill the gap between the theoretical and real-world application using systematic review of modern educational literature and comparative analysis of traditional and skill-based pedagogy. The paper also brings to the fore the changing place of teachers as guides and mentors and the significance of cooperation between parents, communities and policymakers as the holistic development agent. The results indicate that extracurricular education improves student motivation, lifetime flexibility, and job preparedness, preparing not just learners to take tests but to be significant participants in an ever-more sophisticated world.

This study analyzes the impact of Project-Based Learning (PBL) on the development of English-speaking skills among 104 students at the A2.1 English level from the Academic Language Institute at Universidad Central del Ecuador. A quantitative pre-test and post-test design was applied over four academic terms in 2024. The assessment covered fluency, pronunciation, vocabulary, grammar, coherence, and participation. Results showed significant improvement in all categories, particularly in fluency and pronunciation. Although progress tended to stabilize in the final stages, overall scores remained high, indicating sustained learning. However, the findings also highlight the importance of continuous formative feedback and teacher support to maintain students’ performance over time. It is concluded that PBL is an effective pedagogical strategy for enhancing oral communication skills in basic-level learners by fostering interaction, learner autonomy, and meaningful learning experiences.

ABSTRACT This study explores Lithuanian primary school teachers’ experiences in implementing project-based learning (PBL) integrated with digital technologies. While PBL is recognized for fostering deep learning, creativity, and problem-solving skills, its integration with e-learning platforms in primary education remains under-researched. The study addresses a systemic gap between educational innovation policies and teachers’ practical capacity to design, implement, and evaluate technology-enhanced PBL. A qualitative research design grounded in a constructivist – interpretivist approach was used for the empirical study. Data were collected through a focus group discussion (n = 11) with primary school teachers in Lithuania. Thematic analysis revealed three interrelated dimensions shaping teachers’ experiences: (1) praxeological, which is related to planning integrated and competence-based learning, time management, and teachers’ roles as project designers and facilitators; (2) technological, which is related to the accessibility, quality, and pedagogical sustainability of digital tools and platforms; and (3) cognitive, which is related to students’ diverse digital skills, engagement, and self-directed learning. Findings show that while teachers value PBL for its potential to empower students and enhance lifelong learning, challenges arise from fragmented integration of digital technologies, limited time resources, and insufficient methodological support. The study findings demonstrate that teachers recognize the potential of PBL to empower students, yet they encounter persistent challenges, including fragmented technology integration, time constraints, and limited methodological support. Future research should expand to diverse educational levels and include students’ perspectives to strengthen teachers’ digital PBL competences and advance sustainable educational practices.

ABSTRACT This review of research publications in the period 2019–2024 examines the learning strategies employed, the impact (benefits), and the challenges (difficulties) associated with the development and implementation of Learning Outside the Classroom (LOtC) in different contexts. A total of 65 peer-reviewed studies were identified through the ERIC database for inclusion in the review following PRISMA procedure. A range of strategies and challenges were identified (i.e. child-led approaches to experimentation, problem solving, peer collaboration and group cooperation, project-based learning, place-based curriculum, flipped learning, community-based learning). Advantages mentioned in the reviewed studies included support, development and consolidation of school learning, development of life skills, research skills, greater school satisfaction and engagement or better understanding of the world, among others. Finally, various challenges were grouped into psychological, social, geographical, material and political barriers for the full realization of LOtC. Findings were critiqued, and the term LOtC discussed.

This qualitative study examines mathematics teachers’ understanding and classroom application of cultural context integration in the teaching of geometry. Drawing on semi-structured interviews with eight Ghanaian senior high school mathematics teachers, the study used thematic analysis to interpret participants’ conceptualisations and pedagogical practices. The study employed a phenomenological research design to capture teachers’ lived experiences and understandings of cultural context integration in geometry teaching. The findings reveal that teachers possess a clear theoretical grasp of the approach, viewing it as the incorporation of students’ cultural experiences and artefacts to make learning meaningful, but face challenges translating this understanding into practice due to curriculum rigidity and resource constraints. Teachers who applied the approach employed storytelling, project-based learning and local artefacts such as Adinkra symbols and Kente designs. These practices align with cultural semiotic theory, the three-tier model and radical local theories of learning, affirming that mathematics becomes more engaging and comprehensible when grounded in cultural reality.

This study aims to determine the application of a mind-mapping Project-Based Learning (PjBL) model to the human digestive system in improving creative thinking skills and creativity in eighth-grade students at SMP Dakwah Pekanbaru. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects consisted of eighth-grade students at SMP Dakwah Pekanbaru. The research instruments included a creative thinking skills test, a product creativity assessment sheet, and learning documentation. Data were analyzed using descriptive statistics, the N-gain test, the Wilcoxon test, and the Spearman correlation test. The results showed an increase in students' creative thinking skills after implementing the mind-mapping-based PjBL model, as indicated by an increase in the average posttest score compared to the pretest and a low to moderate N-gain score. Furthermore, students' product creativity was in the good category and had a significant relationship with their creative thinking skills. Thus, implementing the mind-mapping-based PjBL model is effective in improving students' creative thinking skills and creativity in the human digestive system.

The rapid advancement of digital technology has shaped Generation Alpha into a cohort deeply integrated with virtual interactions, thereby posing challenges to the development of empathy and social responsibility within real-life contexts. This study aims to examine the Madrasah Berbagi Program as a Project-Based Learning (PjBL) model in fostering empathy and social concern among madrasah ibtidaiyah students. Employing a qualitative approach with a case study design, the research was conducted at an madrasah ibtidaiyah and involved 20 fifth- and sixth-grade students, the school principal, and two teachers as key informants. Data were collected through participatory observation, semi-structured interviews, and document analysis, and subsequently analyzed through data condensation, data display, and conclusion drawing and verification. Triangulation and member checking were applied to ensure the credibility of the findings. The findings indicate that the Madrasah Berbagi Program provides authentic social experiences through students’ active involvement in identifying beneficiaries, collecting basic necessities, and directly distributing aid within the surrounding community. These activities stimulated emotional engagement, enhanced social sensitivity, and demonstrated indications of students’ prosocial behavior in their daily interactions. Although the program reflects several core principles of PjBL—such as authentic context, collaboration, and the production of tangible outputs with social impact—its implementation remains partial, as it has not fully incorporated student-driven formulation of essential questions and structured reflection as integral components of the instructional design. This study concludes that the Madrasah Berbagi Program holds strong potential as a contextual PjBL model for character education in madrasah ibtidaiyah.

Purpose This study examined how integrating surau philosophy literacy into a Project-Based Learning (PjBL) model strengthens students’ self-reflection in Islamic Religious Education (IRE). Design/methodology/approach Using a design-based qualitative case study, the intervention combined collaborative digital projects with reflective practices rooted in Minangkabau values. Data were collected through classroom observations, interviews with 32 students and one teacher and analysis of ten student-produced digital works. Findings The surau-based PjBL encouraged multimedia projects that embodied spirituality, solidarity and ethical awareness. Thematic analysis revealed three outcomes: (1) moral reflection developed through musyawarah (deliberative dialogue); (2) digital storytelling enhanced metacognitive awareness and sincerity and (3) collaboration fostered ethical responsibility and digital literacy. Originality/value Thus, integrating surau values into digital PjBL offers a culturally grounded pedagogy that unites local wisdom with 21st-century learning goals, cultivating reflective, ethical and digitally competent learners in Islamic education.

Students possess a natural capacity for creativity, which can be nurtured through structured projectbasedlearning activities connected to history. Within the domain of visual arts, project work providesopportunities for students to explore, experiment, and express themselves using diverse materials andtechniques such as drawing, modeling, collage, and design. When integrated with historical content,these projects not only encourage imagination and problem-solving but also enable students toreconstruct historical contexts, figures, and events in creative ways. Guided by child-centered pedagogyand Vygotsky’s concept of the Zone of Proximal Development, project-based learning allows students tocollaborate, share ideas, and construct historical knowledge through meaningful artistic experiences.Findings highlight that creativity in history-related art is not merely the reproduction of models but aninternally driven process that reflects students’ ability to generate novel forms, combine materials inunique ways, and communicate personal interpretations of history. The implications suggest thatintegrating project-based approaches into history education enhances both cognitive and socioemotionalgrowth, while cultivating aesthetic appreciation and creative confidence. Received: 05 January 2026 / Accepted: 25 February 2026 / Published: March 2026

This study examines the effectiveness of integrating YouTube-based Project-Based Learning (PjBL) to enhance students’ interest in Islamic Religious Education (IRE). A quasi-experimental post-test-only control group design was employed, involving tenth-grade students at SMK Geomatika Lampung, a vocational secondary school in Indonesia. Students’ learning interest was measured using a validated Likert-scale questionnaire, and the data were analyzed through normality, homogeneity, and independent samples t-tests. The findings revealed a statistically significant difference in learning interest between students taught using YouTube-based PjBL and those taught through conventional methods (p < 0.05). The integration of project-based learning with digital video media promoted active engagement, motivation, and positive affective responses in IRE learning. However, since the study was conducted in a single vocational school context, the findings should be interpreted cautiously and may not be generalized to all vocational secondary schools without further empirical validation. Future research involving broader and more diverse samples is recommended to strengthen generalizability.

In the context of global sustainability agendas and the rapid transformation of the media industry, cultivating new media professionals equipped with language proficiency, cross-cultural communication skills, and sustainability awareness has become a crucial educational imperative. This study implemented a pedagogical framework integrating Content-Based Instruction (CBI) and Project-Based Learning (PBL) at Communication University of Shanxi, centering on authentic media projects. A mixed-methods approach (questionnaires, N = 204; semi-structured interviews, n = 50) was employed to evaluate its effectiveness. Under this model, students demonstrated positive gains in linguistic knowledge and skills, media literacy, self-directed learning, critical thinking, and teamwork. Positive outcomes were also observed in intercultural competence and innovative thinking. Comparative analysis of pre- and post-test academic performance indicated significant improvement across all participating majors. The integrated CBI-PBL model provides a promising teaching pathway for sustainability-oriented foreign language education within similar instructional contexts. It contributes to achieving United Nations Sustainable Development Goal 4 (SDG 4) and offers theoretical and practical insights for aligning media education with the evolving sustainable demands of the industry

This study aims to determine the effect of implementing a Project Based Learning (PjBL) based learning module on students' creative thinking abilities in solid geometry material through the creation of a Batak Toba traditional building miniature in junior high school. This study uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample consisted of two classes, namely the experimental class that received treatment using the PjBL-based module and the control class that used conventional learning. Data collection techniques were conducted through pretests and posttests using mathematical creative thinking ability test instruments referring to indicators of fluency, flexibility, originality, and elaboration. Data were analysed through normality tests, homogeneity tests, and Independent Sample t-Test. The results show that the data are normally distributed and homogeneous. The hypothesis test obtained a significance value of 0.000 (< 0.05), indicating a significant difference between the creative thinking abilities of students in the experimental and control classes. Thus, the implementation of the PjBL-based learning module through a Batak Toba traditional building miniature project has proven effective in enhancing the mathematical creative thinking abilities of junior high school students

The progressive rollout of integrated STEM education and robotics in primary education in Spain make it necessary to reflect on issues affecting consistency of delivery and areas for improvement. This paper presents a systematic review of practices in Spain using the PRISMA 2020 protocol, analyses their theoretical and practical coherence in light of international scientific literature, and identifies what improvements may be needed. The results confirm the need to combine cooperative and collaborative learning with project-based learning and scientific inquiry, and to integrate the areas of mathematics and natural sciences through robot design, construction, and programming. In addition, more focus should be placed on the use of low-cost robotic resources, such as programming boards, and the development of educational inclusion through Universal Design for Learning.

The implementation of Project-Based Learning through the Pancasila Student Profile Strengthening Project (P5) has been widely promoted to foster 21st-century skills and work readiness. However, systematic and decision-oriented evaluation models capable of generating evidence-based insights for curriculum improvement remain limited. This study addresses this gap by applying an Evidence-Based DIPPO Evaluation Model to assess the implementation of P5 and its impact on students’ competencies. This research employed a mixed-methods evaluative design based on a pilot (preliminary) study involving students, teachers, and school administrators. The evaluation was structured around the DIPPO framework (Design, Input, Process, Product, Outcome). Quantitative data were collected using structured questionnaires and pre–post skill assessments, while qualitative data were obtained through interviews, observations, and document analysis. Descriptive statistics, paired-sample t -tests, ANOVA, effect size analysis, and data triangulation were used to support evidence-based interpretation. The findings indicate strong performance in the Design, Process, Product, and Outcome dimensions, demonstrating high conceptual alignment, implementation fidelity, and positive learning outputs. Significant pre–post improvements were observed across all measured 21st-century skills, including critical thinking, collaboration, communication, creativity, and work readiness ( p < .001; medium to large effect sizes). The Input dimension showed comparatively lower scores, highlighting resource and capacity gaps. Stakeholder comparisons revealed significant differences only in perceptions of input readiness, providing actionable insights for targeted improvement. The pilot findings suggest that the Evidence-Based DIPPO Evaluation Model is a feasible and effective framework for evaluating P5 implementation and supporting evidence-based decision-making. By systematically linking project-based learning processes with skill development and work readiness, the model offers practical value for policy, practice, and curriculum reform. Further large-scale and longitudinal studies are recommended to validate and extend these preliminary results.

This study aims to identify opportunities for improving a project-based, design-oriented learning approach in design studies, focusing on mechanisms that promote student motivation, competence, and identity development in the context of interdisciplinary cooperation. The following research methods were employed: scientific literature analysis and focus group discussions to ensure data triangulation. Action pilot research was conducted during the development of a design project, with its stages aligned to the phases of the design process. The findings highlight key factors contributing to students’ personal development and successful project outcomes. These include the organization and material infrastructure of the study process, the importance of collaboration across institutional units, among lecturers, and between lecturers and students. The study concludes that strengthening collaboration and stakeholder involvement in the improvement of the study process enhances students’ learning experiences, facilitates knowledge exchange, and increases motivation and learning effectiveness.

Remedial and enrichment activities in elementary schools are an important step to ensure that every student has the opportunity to learn according to their abilities and needs. Through a literature study, this study summarizes various findings from journals, books, and research reports to capture how the concepts, implementation processes, challenges, and effective strategies of remedial and enrichment are applied at the basic level. The results of the study show that the most decisive initial step is to recognize students' learning difficulties through initial assessments, classroom observations, and portfolio analysis. In remedial activities, teachers need to develop a targeted improvement plan, utilize concrete media, provide guidance in small groups or through peer tutors, and conduct reassessments to see student progress. Meanwhile, enrichment can be provided by identifying students who demonstrate higher abilities, then engaging them in creative projects, mini-research, or interest-based activities that challenge higher-level thinking skills. Teachers play a very strategic role as planners, facilitators, as well as providers of emotional support. In the field, the implementation of these two programs is still constrained by limited time, large number of students, and lack of supporting resources. Therefore, strategies such as differentiated learning, the use of simple technology, and the implementation of project-based learning are recommended to increase effectiveness. This study is expected to be a practical reference for elementary school teachers in developing remedial and enrichment programs that are more adaptive, inclusive, and sustainable.

In the current landscape of advanced manufacturing, the training of electromechanical engineers has transcended purely technical mastery to integrate into a multidisciplinary ecosystem governed by the STEM model (Science, Technology, Engineering, and Mathematics). This article analyzes the critical interdependence between hard skills and soft skills as fundamental pillars for professional success. Through a descriptive analysis, it examines how technical competencies—such as the design of electromechanical systems, thermodynamics, and industrial control—must converge with transversal skills like critical thinking, assertive communication, and team leadership. It is argued that, in high-demand environments such as the industry in Ciudad Juárez, the lack of interpersonal skills limits the engineer's ability to manage complex projects and adapt to Industry 5.0. Finally, an educational framework is proposed to promote integrative project-based learning, ensuring that graduates possess not only the mathematical and technological proficiency characteristic of the discipline but also the resilience and ethical judgment necessary to lead the digital and human transformation in the globalized productive sector.

Investigating the impact of multinational collaborations on cultural understanding, health disparities, biomedical innovations, and professional development through project-based learning.

Background: Nursing education requires approaches that strengthen public health and nutrition competencies through experiential learning. Traditional lecture-based methods may limit skill development and community engagement. Project-based learning (PBL) is a student-centered approach that integrates theoretical knowledge with real-world application. Aims and Objectives: This study aimed to assess the association between PBL and changes in public health awareness and nutritional understanding among undergraduate nursing students. Materials and Methods: A pre–post interventional study was conducted among 200 undergraduate nursing students at a government nursing college in West Bengal. Students participated in community-based PBL activities focused on public health and nutrition over 4 weeks. Knowledge, attitudes, and self-perceived skills were assessed before and after the intervention using a validated semi-structured questionnaire. Data were analyzed using appropriate parametric and non-parametric statistical tests, with P<0.05 considered statistically significant. Results: Participation in the PBL intervention was associated with a significant increase in mean knowledge scores from 10.82±2.14 to 16.46±1.83 (P<0.001). Positive changes were observed in attitudes toward community health, nutrition education, and the application of theory to practice. Most students reported perceived improvement in teamwork (88%), communication (82%), and problem-solving skills (74%). The intervention was rated as feasible and acceptable by the majority of participants. Conclusion: PBL was associated with improved knowledge, attitudes, and self-reported professional skills related to public health and nutrition among nursing students. Incorporating PBL into nursing education may support experiential learning and community-oriented training; however, controlled studies are required to establish causal relationships.

This study develops and evaluates a Canva-assisted Project Based Learning (PjBL) digital worksheet (LKPD) for food chain instruction in 5th-grade elementary students, using the ADDIE Research and Development model with a convergent mixed-method approach. A quasi-experimental pretest-posttest control group design involved 27 students in the experimental group (UPTD SDN 2 Way Mili) and 21 in the control group (UPTD SDN 3 Way Mili), selected through purposive sampling based on comparable baseline characteristics and infrastructure. Data were collected via expert validation sheets, critical thinking tests (10 essay items; validity 0.412-0.789; reliability 0.856), collaboration observation sheets, and response questionnaires, and analyzed using V-Aiken, descriptive statistics, Paired and Independent Sample T-Tests, and N-Gain Score. The digital worksheet achieved very valid status (V-Aiken = 0.90, 90.4%) and was rated very practical by students (93.4%) and teachers (4.59/5.00). The experimental group demonstrated significantly higher critical thinking gains (N-Gain = 0.78, high category) compared to the control group (N-Gain = 0.35, medium category), with statistically significant inter-group differences (t = 8.73; p < 0.001). These findings confirm that the integration of PjBL syntax with Canva’s interactive features effectively develops higher-order thinking skills aligned with 21st-century learning competencies.