PROJECT-BASED LEARNING FROM THE PERSPECTIVE OF JOHN DEWEY'S EDUCATIONAL PHILOSOPHY AND ITS ROLE IN HIGHER EDUCATION

Abstract

This article examines the characteristics of project-based learning in the context of John Dewey's educational philosophy and its role in higher education. The research is conducted from the perspective of Dewey's educational philosophy, covering crucial aspects ranging from fundamental educational principles to objectives, content, teaching methods, educational formats, assessment, and implementation conditions. The methodology used to achieve this objective involves analyzing the key points of Dewey's educational philosophy, particularly the perspective of project-based learning within Dewey's educational philosophy, with a special emphasis on its significance in higher education. The analysis results indicate that applying the project-based learning method based on Dewey's educational philosophy brings substantial benefits to learners, stimulating curiosity in learning, honing skills, shaping worldviews, and instilling scientific methodologies. Therefore, educational institutions should wholeheartedly adopt the principles of innovation and development in education and apply project-based learning methods to yield the best educational outcomes