Shahzadi Hina Sain1,*, Zohaib Hassan Sain2
1Beaconhouse Head Office, Lahore 54000, Punjab, Pakistan.
2Superior University, Lahore 54000, Punjab, Pakistan.
*Corresponding author: Shahzadi Hina Sain
Abstract
This study investigates the societal and policy implications of project-based learning (PBL), focusing on its role in improving reading skills among students. Conducted at the Beaconhouse School System in Lahore, Pakistan, the research uses a qualitative case study approach. It explores how PBL fosters autonomy, critical thinking, and literacy development while addressing social equity in education. Findings show that PBL enhances reading fluency, vocabulary, and comprehension, fostering collaboration and deeper engagement with learning. A review of PBL in higher education highlights additional benefits, including interdisciplinary collaboration and real-world problem-solving. Challenges such as curriculum design, faculty readiness, and resource constraints are addressed with strategies like faculty training and technology integration. By bridging insights across educational levels, this study provides a comprehensive view of PBL's role in fostering inclusive education.
References
Almazroui, K. M. (2022). Project-based learning for 21st-century skills: An overview and case study of moral education in the UAE. The Social Studies, 56(3), 213-228. https://doi.org/10.1080/00377996.2022.2134281.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415.
Evenddy, S. S., Gailea, N., & Syafrizal, S. (2023). Exploring the benefits and challenges of project-based learning in higher education. PPSDP International Journal of Education, 2(2), 458-469. https://doi.org/10.1097/JNE.0000000000000370.
Gee, J. P. (2001). Reading as situated language: A socio-cognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714-725.
Hammond, T. (2010). Students’ articulation of civil themes in historical account projects. The Social Studies, 101(1), 54-59. https://doi.org/10.1080/00377990903284111.
Morais, P., Ferreira, M. J., & Veloso, B. (2021). Improving student engagement with project-based learning: A case study in software engineering. Revista Iberoamericana de Tecnologías del Aprendizaje, 16(1), 21-28.
https://doi.org/10.1109/RITA.2021.3052677.
Sanchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2020). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method, and project-based learning. Journal of Educational Research, 113(4), 540-551. https://doi.org/10.1080/00220671.2020.1858928.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
How to cite this paper
Exploring the Social and Policy Implications of Project-based Learning
How to cite this paper: Shahzadi Hina Sain, Zohaib Hassan Sain. (2024). Exploring the Social and Policy Implications of Project-based Learning. Sociology & Social Policy, 1(1), 29-32.
DOI: http://dx.doi.org/10.26855/ssp.2024.12.007