PROJECT-BASED LEARNING AS A TOOL FOR CRITICAL THINKING DEVELOPMENT
Abstract
Project-Based Learning (PBL) has emerged as an innovative pedagogical approach that actively engages students in problem-solving, collaboration, and knowledge construction. Unlike traditional teacher-centered instruction, PBL emphasizes inquiry, exploration, and the application of knowledge to real-world contexts. This article examines the role of PBL in fostering critical thinking skills among learners across different educational levels. It highlights how PBL promotes analytical reasoning, creativity, and decision-making through hands-on projects that require students to evaluate information, formulate hypotheses, and present solutions. The study also discusses the challenges educators face in implementing PBL, such as assessment strategies, resource limitations, and the need for teacher training. Findings suggest that when effectively designed, PBL significantly contributes to the development of critical thinking, problem-solving, and lifelong learning competencies, preparing students for academic and professional success in the 21st century.
Keywords
Project-Based Learning (PBL); Critical Thinking; Active Learning; Student-Centered Pedagogy; Problem-Solving; Collaborative Learning; Innovation in Education; Higher-Order Thinking Skills.How to Cite
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