Project-Based Learning in Higher Education: A Comprehensive Review of Frameworks, Approaches, and Effectiveness
Keywords:
Project-Based Learning (PBL), Inquiry Based Learning (IBL), Problem-Based Learning, Challenge-Based Learning (CBL), National Education Policy 2020 (NEP 2020), Higher Education, Student-Centered LearningAbstract
Project-Based Learning (PBL) marks a transition from conventional lecture-based teaching to a more experiential, student-focused approach to education. This review examines key PBL frameworks Inquiry-Based Learning (IBL), Problem-Based Learning (PBL), and Challenge-Based Learning (CBL) and their effectiveness across disciplines. Originating from John Dewey’s educational theories, PBL has evolved from its initial use in medical education to applications in fields such as engineering, business, and the social sciences. PBL focuses on student-led inquiries, enhancing research skills; Problem-Based Learning addresses complex problems through collaboration; and Challenge-Based Learning tackles global issues with interdisciplinary approaches. The National Education Policy 2020) emphasizes a shift towards a more holistic, experiential, and multidisciplinary approach to education, which PBL embodies. The review finds that while PBL offers significant benefits, including improved problem-solving and engagement, its effectiveness varies by discipline and implementation. It also identifies gaps, such as the need for research in emerging fields and technology integration. This review provides insights for optimizing PBL to bridge theoretical knowledge and practical application in higher education.
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References
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