Global Perspectives and Critical Insights Considering Unveiling Factors Shaping the Implementation of Project-Based Learning Models
Abstract
This article analyzes the application of Project-Based Learning (PBL), highlighting the importance of adapting it to pedagogical and contextual conditions to achieve meaningful learning. PBL promotes the development of skills for solving real problems in diverse contexts, fostering creativity, responsibility, and self-directed learning. Proper planning must consider economic, social, temporal, and pedagogical aspects, including teacher preparation. The role of the teacher, through guidance and feedback, is fundamental to the cognitive and emotional development of students. The research adopted a historical-descriptive approach with the collection of bibliographic sources, complemented by a bibliometric analysis of articles indexed in Web of Science and Scopus between 2020 and 2024. Subsequently, an experiment was carried out in a public school. The implementation of PBL was evaluated using a Likert scale applied in person to teachers and students, obtaining quantitative data. Data analysis, using the analytical-synthetic method, showed that rigorous implementation of PBL enhances learning and strengthens skills such as leadership, collaborative work, and creative problem solving. It also fosters interest in research and the use of information technologies, placing students at the center of their learning and showing positive results in the educational process.
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