EDUCATION Economics & Education 2024 09(01) March

Olena Omelianenko
Business Economics Department,
Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine;
Sector of Innovation and Investment Problems of Industrial Development,
Institute of Industrial Economics of National Academy of Sciences of Ukraine, Kyiv, Ukraine (corresponding author)
E-mail: [email protected]
ORCID: https://orcid.org/0000-0001-8993-806X
Nadiia Artyukhova
Marketing Department, Sumy State University, Sumy, Ukraine
E-mail: [email protected]
ORCID: https://orcid.org/0000-0002-2408-5737

Project-Based Learning:
Theoretical Overview and Practical Implications
for Local Innovation-Based Development1
Abstract Keywords
The aim of this paper is to summarise and present the main features of project-based learning project-based learning,
(PjBL) within innovation-based development. Methodology. The methodology of this study innovations, technology
involves the use of PjBL as an educational and technology transfer tool. In an educational transfer, projects
context, it uses a structured approach where students identify real-world problems, conduct
research, develop projects, collaborate on their implementation, and reflect on their JEL: A2, B52, O31
experiences to deepen learning and develop critical thinking. PjBL application scenarios
cover a variety of disciplines, including STEM education, social sciences, business and
humanities, enabling students to apply knowledge and skills to solve real-world problems.
In the field of technology transfer, a similar PjBL principle is applied to facilitate the transfer
of research innovations for practical application. This involves collaborative partnerships,
technology assessment, prototyping, market validation, licensing or commercialisation,
fostering innovation and translating research into tangible societal benefits. This study aims
to demonstrate the effectiveness and versatility of PjBL as a transformational methodology
in both the educational and technology transfer contexts. Practical implications. PjBL
encourages active, experiential learning where participants interact directly with real-
world problems. This hands-on approach fosters a deeper understanding of concepts and
encourages innovation by allowing participants to apply theoretical knowledge in practical
scenarios. PjBL can have a long-term impact on innovation by fostering a mindset of lifelong
learning and continuous improvement. The skills and experiences gained through PjBL can
help people become innovative thinkers and problem solvers who will contribute to positive
change in their industries and local communities. Value/Originality. It is substantiated that
PjBL allows participants to immerse themselves in real problems or scenarios relevant to
technology transfer. By working on projects that simulate the challenges faced in the transfer
This is an Open Access article, distributed
process, participants gain a deeper understanding of the complexities and develop practical under the terms of the Creative Commons
skills that can be directly applied in technology transfer activities. Attribution CC BY 4.0

DOI: https://doi.org/10.30525/2500-946X/2024-1-6

1 Introduction (PjBL) has emerged as a transformative educational

strategy that emphasises active engagement, critical
In the ever-evolving landscape of education, thinking and practical application of knowledge.
pedagogical approaches are constantly seeking This research explores the importance of PjBL in
innovative methods to prepare students for the fostering learning experiences, preparing students
challenges of the 21st century. Project-based learning for real-world challenges and developing essential
1
The paper is prepared within the scientific research projects “Organizational and economic support of the post-war sustainable development of
territories based on the infrastructure and service methodology of innovation communities’ development” (№ 0123U100271) and “Modeling and
forecasting of socio-economic consequences of higher education and science reforms in wartime” (№ 0124U000545)

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Economics & Education 2024 09(01) March EDUCATION

skills for success. PjBL transcends traditional around the organisation of learning through
classroom boundaries to provide students with projects (Loyens & Rikers, 2017; Thomas, 2000).
holistic learning experiences that go beyond rote In a changing educational landscape, the combination
memorisation. Instead of compartmentalised subjects, of psychological principles and innovative pedagogy
PjBL integrates knowledge from different disciplines serves as a beacon to guide the creation of learning
into comprehensive projects. This multidisciplinary environments that inspire, empower and transform.
approach reflects real-world scenarios where The purpose of the article is to summarise and present
challenges rarely fall neatly within the confines of a the main features of project-based learning (PjBL) in
single subject area. By working on projects, students the framework of innovative development.
learn to connect concepts, recognise patterns and
apply knowledge collaboratively. 3 PjBL as an Educational Tool
Innovation-based local development focuses
on harnessing the resources and talents within Consider PjBL from the perspective of modern
a community to drive economic growth through theories of psychology and education. Albert Bandura's
innovation and entrepreneurship. In today's social learning theory emphasises the importance
knowledge-based economy, regions that embrace of social interactions in the learning process. PjBL,
innovation are better able to adapt to changing market with its emphasis on collaborative projects, aligns
conditions and create high quality jobs. Education with this theory by providing opportunities for
plays a crucial role in this process by fostering a students to observe, imitate and learn from their
culture of creativity, risk-taking and lifelong learning. peers. Cognitive load theory, proposed by Sweller,
Integrating PjBL into education systems can focuses on the cognitive demands placed on learners.
have a profound impact on innovation-based local PjBL structures learning experiences to manage
development. PjBL equips students with the skills cognitive load effectively, allowing students to focus
and attitudes needed to thrive in the knowledge on understanding and applying knowledge rather
economy, including problem solving, communication than processing excessive information. Howard
and teamwork. By tackling real-world challenges and Gardner's theory of multiple intelligences proves that
working with local businesses and organisations, students have different forms of intelligence. PjBL
students develop a deeper understanding of their accommodates multiple intelligences by providing
community's needs and opportunities. opportunities for students to demonstrate their
To maximise the potential of PjBL for innovative strengths and skills through a variety of project
local development, stakeholders need to work together tasks. Lev Vygotsky's theory of the zone of proximal
to design and implement meaningful projects that development highlights the importance of challenging
address authentic community challenges. Professional tasks that are just beyond an individual's current
development opportunities for educators are level of competence. PjBL designs projects that are
essential to ensure effective implementation of PjBL within students' zones of proximal development,
methodologies. In addition, policy makers should providing the right balance of challenge and support
support initiatives that encourage partnerships for optimal learning. Experiential learning theory,
between schools, businesses and community developed by David Kolb, emphasises the importance
organisations to facilitate knowledge sharing and of learning through experience. PBL aligns with this
stimulate economic growth. theory by immersing students in hands-on, real-
world projects that allow them to apply theoretical
2 Literature Review concepts to practical situations. Self-determination
theory focuses on the motivation and conditions that
Project-based learning (PjBL) unfolds in the context help individuals develop and maintain intrinsic
of real problems, over a sustained period of time, motivation. In the context of education. This theory
and incorporates insights from multiple disciplines. is concerned with understanding how educators and
When implemented and supported effectively, educational environments can foster students' sense
PjBL serves as a catalyst for the development of of autonomy, competence and relatedness in order
contemporary skills, encompassing areas such as to increase their motivation and engagement in
creativity, leadership and collaboration. It immerses learning (Chiu, Chih-Yuan Sun, Ismailov, 2022). In the
students in complex, real-world challenges and symbiotic relationship between self-determination
provides a platform for them to meet critical thinking theory and PjBL, a powerful educational paradigm
criteria, thereby fostering a holistic and dynamic emerges – one that not only cultivates academic
educational experience (U.S. Department of Education, excellence, but also nurtures the intrinsic motivations
2017; Office of Educational Technology, 2015). and needs of learners.
PjBL, which has its origins in Kilpatrick's 1918 PjBL projects are characterised by their complexity
project-based learning method and has been further and challenging issues that serve as the main drivers
developed by researchers such as Blumenfeld et al. of learning activities. According to Thomas (2000),
(1991), Pecor (2015) and Severi (2006), revolves the defining features of PjBL are as follows:

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EDUCATION Economics & Education 2024 09(01) March

1. Projects are central to the curriculum, serving student has the opportunity to publish their findings
as the primary tool for students to learn new concepts. on an online platform.
2. Projects focus on questions that stimulate In exploring the construction of persuasive
students to explore central concepts and principles. arguments, another student might take a dynamic
3. Projects allow students to actively participate approach by designing, producing and sharing a
in the construction of knowledge. public service announcement using online video
4. Projects are largely student-driven, lacking a streaming sites. Throughout the process, he actively
pre-determined path. seeks constructive feedback from his audience,
5. Projects maintain a realistic character. encouraging continuous improvement at every stage.
The results of Zhang and Ma (2023) show that This shift towards technology-enhanced PjBL not
PjBL significantly improves students' learning only extends the reach and impact of students' work,
outcomes compared to traditional teaching methods. but also cultivates a collaborative & interactive
The study also highlights the influence of various learning environment. Embracing PjBL stands out
moderating variables (subject and course type, as an exceptional approach to equipping students
academic period, group size, number of students, for the demands of the digital age. This dynamic
experimental period) on the effectiveness of PjBL. pedagogical method goes beyond traditional content
This nuanced understanding underlines the need delivery and uniquely promotes the cultivation
for educators to tailor project-based approaches to of crucial skills such as effective communication,
specific contexts, taking into account factors such as collaborative teamwork, critical thinking and the
academic disciplines, course types and time dimensions unleashing of creative potential (Gómez-Pablos
to achieve optimal results. et al., 2017; Castro-Vargas, Cabana-Caceres, Andrade-
As the use of PjBL becomes more widespread Arenas, 2020).
in educational settings, the optimal group size for
promoting effective student learning outcomes has 4 PjBL Application Scenarios
become a topic of considerable interest (Wei et al.,
2020) and the impact of group size on academic Let's look at different scenarios and examples
achievement (Al Mulhim and Eldokhny, 2020). of the use of PjBL. By studying real-life cases and
For example, in Journey Through Hallowed practical examples, one can gain valuable insights into
Ground, a collaborative initiative with the National the different ways in which PjBL is implemented, its
Park Service, students are encouraged to make deep impact on student engagement and learning outcomes,
connections with history through PjBL, specifically and the innovative approaches that educators
by creating videos documenting their visits to historic are using to integrate PjBL methodology into the
sites. Taking on different roles, students work with educational landscape. These case studies will provide
professional video editors to bring their stories a comprehensive understanding of the versatility
to life. These videos enable students to articulate and effectiveness of PjBL in different educational
historical perspectives in their unique voices and settings and disciplines.
share their insights with their peers. Beyond The growing use of games and simulations introduces
historical insights, participation in these projects students to collaborative project experiences within
cultivates students' leadership and teamwork skills the confines of their classrooms. Students actively
(U.S. Department of Education, 2017). engage in scenarios that create a sense of urgency,
Collaboration is integral and reflects the principles forcing them to decide what to measure and how to
of problem-based learning (PBL), with educators analyse data to solve complex problems. A case in
taking on a facilitating or coaching role (Loyens & point is RoomQuiver, a groundbreaking initiative that
Rikers, 2017). However, a key difference lies in the role completely transforms a traditional classroom into an
of the problem. Whereas PBL uses the problem as a immersive earthquake simulation. Immersed in the
means to enhance the learning process, PjBL concludes reverberating echoes of earthquake sounds, students
with the creation of an end product that addresses actively participate in the process by recording
the problem or question (Blumenfeld et al., 1991). readings on lifelike seismographs, examining the
This final product serves as a reflection of the students' formation of fault lines, and meticulously stretching
newly acquired knowledge or attitudes in relation string to accurately locate the epicentre. Another
to the problem under investigation and can take inventive application worth highlighting is the
various forms, such as a computer animation. Integration of Robot-Assisted Language Learning in
The use of technology in education allows PjBL to Education (IRALLE). In this context, Chinese language
organise learning experiences around authentic, real- enthusiasts engage in dynamic conversations with
world challenges. The integration of diverse digital a sophisticated robot that seamlessly uses facial
learning tools and resources enables students to expressions, gestures, and state-of-the-art speech
demonstrate mastery of complex concepts and content. dialogue software. The robot companion creates a
Instead of writing a traditional research report for a unique avenue for social role-playing experiences
limited audience of peers and a biology educator, a in a new language, effectively alleviating the typical

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Economics & Education 2024 09(01) March EDUCATION

anxieties associated with language acquisition. clearly defined outcomes. In the context of PjBL, these
IRALLE not only promotes cultural sensitivity, outcomes go beyond subject knowledge to encompass
but also catalyses the development of robust language interdisciplinary skills that prepare students to
skills and builds student confidence through a actively participate in the digital culture with a focus
comprehensive and immersive practice environment. on digital literacy and citizenship.
Revolutionary methods are emerging that PjBL leadership policies and teaching practices
harmoniously blend physical and virtual interactions prioritise the integration of student voice and
in educational technologies, erasing the divide choice in the design of learning activities and the
between concrete and abstract learning encounters. demonstration of understanding. The focus is on
Consider the groundbreaking Molecules project, where the creation of independent, collaborative and
students actively manipulate a tangible ball-and-stick interdisciplinary projects and research. Assessment
model representing molecules such as haemoglobin. of these projects often includes personalised
A sophisticated camera captures the model and profiles or portfolios that reflect the rich nuances of
projects it into digital space alongside relevant students' unique learning pathways. Technology is
scientific phenomena, revealing intricate details such seamlessly intertwined with these learning projects,
as the energy field that surrounds the molecule. This serving as an indispensable tool for collaboration,
seamless fusion of tangible interaction with physical composition and global connections (U.S. Department
models and abstract conceptualisation enables of Education, 2017).
students to develop a deep and holistic understanding In the PjBL classroom, educators take on the role
of the material. In a parallel innovation, primary of educational designers, coaches and facilitators,
school students use a tablet surface and stylus to guiding students through their personalised learning
illustrate mathematical scenarios, mirroring the experiences. The personalised, technology-enhanced
traditional "paper and pencil" method. However, approach to student learning not only addresses
the digital medium introduces a transformative subject-specific knowledge, but also fosters essential
dimension, allowing them to effortlessly duplicate, skills such as reflection, critical thinking, persistence
move, group and morph their representations, and perseverance – all essential components of
providing a dynamic way of expressing their successful project-based learning endeavours.
mathematical insights. These digital sketches are One of the key benefits of PjBL is its emphasis on
easy to share with educators, and the integration the practical application of knowledge. Rather than
of artificial intelligence makes it easier to identify memorising facts in isolation, students immerse
patterns in students' statements, turning their themselves in projects that simulate authentic,
contributions into a powerful teaching resource. real-world problems. This applied learning not only
The cases presented highlight the transformative strengthens conceptual understanding, but also
potential of innovative approaches that seamlessly equips students with the skills to creatively address
blend physical and virtual interactions with complex issues. Whether designing a sustainable
educational technologies. When applied to PjBL, solution, conducting scientific experiments or
the case suggests that incorporating interactive creating multimedia presentations, PBL ensures that
technologies can enhance the learning process. theoretical knowledge is transformed into practical
By using physical models and digital sketching tools, expertise.
students can actively engage with complex concepts, In today's world, success is often determined by an
fostering a deeper understanding of the subject individual's ability to overcome real-world challenges.
matter. The dynamic nature of these approaches PjBL serves as a bridge between the classroom and
allows for manipulation, collaboration and exploration reality, preparing students for the complexities of
of ideas, which aligns well with the principles of professional and personal life. Through projects,
problem-based learning. In addition, the integration of students develop problem-solving skills, adaptability
artificial intelligence to analyse students' digital and resilience – qualities essential for success in an
sketches provides valuable insights for educators. unpredictable world. PBL instils a sense of ownership
In a PjBL context, this data-driven approach can and responsibility as students tackle challenges
help educators identify patterns in problem-solving that mirror those they will face in their future
approaches, tailor teaching strategies to individual careers.
needs, and facilitate more effective guidance Beyond academic content, PjBL prioritises the
throughout the problem-solving process. development of essential life skills. Students engaged
Personalised student learning in the context of in project-based learning naturally develop skills such
PjBL embodies a dynamic approach to education that as collaboration, communication, critical thinking
uses technology to tailor pathways for individual and creativity. These skills, often referred to as
student growth. The integration of technology 21st century skills, are crucial in a globalised,
facilitates active and collaborative learning activities, technology-driven society. PBL empowers students
creating a learning environment that is guided by to become active learners, capable of acquiring and

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applying knowledge independently – a vital skill as designing innovative solutions or developing

in an era of rapid information development. technological prototypes, encourage students to draw
on multiple areas of expertise, fostering a holistic
5 PjBL as a Technology Transfer Tool understanding of the potential of technology (Ergül,
Kargın, 2014). PjBL also emphasises problem-solving
The study has shown that in the dynamic landscape skills, a critical component of effective technology
of education and technological progress, PjBL is transfer. Students tackle complex challenges
emerging not only as a pedagogical approach, but also that require innovative technological solutions.
as a powerful tool for technology transfer. The iterative nature of PjBL encourages students
In the current landscape of the R&D&I (Research, to think critically about the effectiveness of their
Development and Innovation) value chain, the technological approaches, fostering a mindset of
contemporary conceptualisation of R&D projects continuous improvement.
includes three integral components (Sterlacchini, Collaborative projects provide opportunities for
2008): (1) research, (2) technological development and students to learn from each other, share technological
(3) innovation transfer or entrepreneurship: insights, and collectively contribute to the successful
1) Research component. This strand delves into implementation of technology in their projects.
the complex relationships between variables that PjBL gives students a sense of ownership over
elucidate stress behaviour during university study. their projects. This ownership is a driving force for
It seeks to understand their impact on performance, technology transfer, as students take pride in the
with a particular focus on coping strategies, an area development and implementation of their technological
that is an integral part of research methodology solutions. The entrepreneurial spirit fostered by
(Pateli, Giaglis, 2005). PjBL encourages students to see technology not just
2) Technological development component. as a set of skills, but as a catalyst for innovation and
This segment is dedicated to the creation of new ICT positive change.
solutions, whether they are processes, products or The assumption that student-centred learning
services. These innovations are carefully designed to environments can increase student motivation is well
solve real-world problems encountered in professional established. The results of the meta-analysis show an
activities and represent significant technological overall positive, small to medium effect of PjBL on
advances (de la Fuente, Vera, 2010). motivation. Particularly noteworthy are the positive
3) Innovation transfer or entrepreneurship effects on students' perceptions of control beliefs,
component. The final component revolves around attitudes towards learning and task value. However,
the transfer and exploitation of these innovations, in terms of students' goals and reasons for studying,
in particular through the service sector and targeted a modest positive effect of PjBL was observed.
technology-based enterprises. These advances, rooted It is worth noting that the positive effects span a range
in the latest technological systems, represent valuable of studies, with larger effect sizes when implemented in
innovations ready for transfer to the professional and higher education (Wijnia et al., 2017; Moallem, 2019).
business sectors. Industries, technology companies These findings have implications for policy makers
and professions can actively seek and benefit from and educators who wish to integrate PjBL into their
these innovations. The transfer of innovation is teaching. They underline the importance of allowing
facilitated through various channels, including a period of adjustment for students and educators
science and technology transfer seminars and the to adapt to this method of learning. Adequate
establishment of technology-based enterprise spin- preparation and comprehensive training, as high-
offs. These mechanisms ensure an unimpeded flow lighted by Ertmer and Simons (2006), emerge as crucial
of innovative ideas and technologies into the wider factors for the successful implementation of PjBL.
professional and business spheres (Oosterbeek, van In addition, the results suggest that PjBL has
Praag, Ijsselstein, 2010; Walter, Parboteeah, Walter, distinct effects on motivation, often exceeding
2013; Pittaway, Cope, 2007). the effects of problem-based learning. While some
PjBL integrates technology transfer by framing researchers use the terms interchangeably, meta-
projects around real-world challenges. Students analyses emphasise the need for clear descriptions
engage in projects that require the application of of the instructional methods under investigation
technological skills, reflecting the demands of the (Wijnia et al., 2017). Such distinctions are crucial, as
professional world. The projects, rooted in authenticity, variations in such learning approaches may influence
expose students to the practical application of their effectiveness.
technology, bridging the gap between theoretical
knowledge and real-world scenarios. Technology 6 Conclusions
transfer is most effective when it crosses disciplinary
boundaries. PjBL naturally integrates different In summary, PjBL is emerging as a cornerstone
disciplines, allowing students to apply technology of modern education, offering a transformative
in different contexts. Collaborative projects, such approach that meets the demands of the 21st century.

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Economics & Education 2024 09(01) March EDUCATION

Through holistic learning experiences, practical PjBL offers a promising framework for fostering
application of knowledge, preparation for real-world innovation and economic development in local
challenges and the development of essential skills, communities. By providing students with authentic
PjBL equips students with the tools they need to learning experiences that address real-world
succeed in an ever-changing world. As education challenges, PjBL prepares them to become active
evolves, the importance of PjBL in shaping engaged, contributors to the prosperity of their community.
critical-thinking individuals cannot be overstated – Moving forward, continued collaboration and
it stands as a beacon guiding students towards a investment in PBL initiatives is essential to realise the
future where knowledge is not only acquired, but also full potential of education as a driver of innovation-
effectively applied. based local development.
In PjBL, leaders play a key role in shaping policies PjBL is emerging as a dynamic pathway for
and allocating resources that provide educators with technology transfer, positioning students as
the tools and ongoing support they need to adapt active participants in the technological landscape.
personalised learning experiences in their classrooms. By combining real-world relevance, interdisciplinary
A spirit of collaboration among educators is central integration, problem solving, collaborative learning
to facilitating instructional decisions based on and an entrepreneurial spirit, PjBL equips students
comprehensive data analysis. This dataset includes with the skills and mindset needed for effective
observations, student and educator reflections, technology transfer. As students engage in projects
work samples, and a variety of assessment results. that go beyond traditional classroom boundaries,
Integrated analytics into learning activities, combined they become not only recipients of technological
with real-time data visualisation, supports informed knowledge, but also contributors to the ongoing
decision-making. development of technology in society.

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Received on: 12th of February, 2024

Accepted on: 22th of March, 2024
Published on: 12th of April, 2024

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