Project-based learning: a historical review of its theoretical foundations and development in the higher education context

Abstract

This review paper provides an overview of Project-Based Learning (PBL) in the context of higher education. It presents the theoretical foundations and development of PBL from its origins to its contemporary applications. Through a historical review of relevant theories, the paper examines the underlying theoretical foundations that have influenced PBL, such as constructivism and experiential learning theories. The paper also discusses the development of PBL in higher education systems, examining its integration into curricula across disciplines, the challenges faced in its implementation, and its impact on student engagement and outcomes; thereby identifying future directions for PBL application in higher education, emphasizing technological advances, interdisciplinary collaboration, and the need for ongoing research to evaluate its effectiveness in comprehensive educational contexts.