Learning beyond boundaries: Maximizing project-based learning implementation at the tertiary level

Abstract

In the digital age, education has become increasingly oriented toward economic relevance, multimedia integration, and skill development. The demands of twenty-first-century learning necessitate pedagogies that prepare students for authentic, real-world contexts, with Project-Based Learning (PBL) emerging as a promising approach. This study employed a reflective descriptive qualitative method to examine the integration of PBL among forty-six master’s students within a university setting. Data was collected through daily journals, participant observation, and reflective accounts. The investigation involved three participant groups: the supervising researcher, students engaged in PBL activities, and mentors who guided the implementation and evaluation of lesson delivery. Analysis focused on the conceptualization, application, and multi-dimensional aspects of PBL execution. Findings revealed a structured four-part framework that supports the recalibration of instruction to enhance learning outcomes. The study underscores the value of PBL as a transformative educational practice that fosters reflection, collaboration, and practical skill acquisition in higher education contexts.

Keywords: Educational innovation; higher education; project-based learning; reflective practice; skill development.