There is a lot of discussion around active methodologies, but what does project-based learning (PBL) mean pedagogically?
It is a choice, a process, a human-centered practice.

There are two pedagogical paradigms, the didactic and the authentic. PBL aligns more closely with the authentic paradigm, because:
A didactic approach emphasizes memorization and standardized replication, while authentic pedagogy focuses on creativity, problem-solving, and active engagement. This distinction is crucial, as emphasized by educational theorists like Dewey and Kohn, who argue for an approach that is deeply rooted in active learning, real-world applications, and student agency (Kohn, 2008; Dewey, 1938).

PBL is often regarded as a transformative educational method, especially for learners preparing to tackle real-world challenges, making it a deeply active pedagogy. “Project-based learning is not about doing projects for the sake of it; it is about using projects to build knowledge, skills, and a sense of agency” (Larmer, 2015). This perspective from John Larmer, a well-known PBL expert, highlights how this approach prioritizes authentic learning experiences where students drive their own inquiries and develop competencies that are relevant in real-life contexts.

PBL also innovates how we measure student progress. Instead of traditional end-of-year exams crammed with rote content, PBL encourages formative, ongoing assessments. Students are evaluated on their collaboration, creativity, and critical thinking. Even peer and self-assessment play a role, fostering autonomy and reflection. This mirrors the shift from summative assessments to more meaningful, ongoing evaluations discussed by educators such as Anderson (2003), who advocates for assessments that reflect student development and authentic learning.

This method represents a shift from traditional educational models, giving students more agency and freedom to pursue meaningful, relevant questions. In today’s world, many schools and institutions integrate PBL to align education with interdisciplinary and practical challenges. For example:

A biology project that involves designing a sustainable urban garden.
A technology course that tasks students with creating a mobile app for community services.

These are not just classroom exercises—they are real-world problems demanding authentic solutions. This aligns with Dewey’s (1938) assertion that education should not just mirror the world but prepare students to engage with it.

PBL doesn’t just stop at intellectual engagement; it’s also about inclusivity. By encouraging diverse teams and perspectives, and designing projects with flexible entry points, PBL ensures all learners have the opportunity to thrive. For instance, using tools like mind maps or visual presentations can support neurodiverse students in expressing their ideas effectively, which aligns with current research on inclusive education (Tomlinson, 2001).

Finally, PBL isn’t just a teaching method—it’s a preparation for life. It opens doors to practical, transferable skills like collaboration, adaptability, and leadership. The dynamic nature of this pedagogy ensures that students are ready to thrive in an ever-evolving job market. As Kohn (2008) suggests, progressive approaches such as PBL prepare students for challenges in a rapidly changing world by fostering intrinsic motivation and a deep understanding of real-world issues.

So, if you’re looking for an approach that values critical thinking and innovation over rote memorization, project-based learning is authentic engagement and creativity in action!

References:

Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Kohn, A. (2008). Progressive Education: Why It’s Hard to Beat, But Also Hard to Find. Independent School.
Larmer, J. (2015). The Power of Project-Based Learning. Edutopia.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.