PROJECT-BASED TEACHING
APPLYING INNOVATIONS TO THE TEACHING PROCESS
DOI:
https://doi.org/10.18316/rcd.v17i45.12455Palabras clave:
Project-based teaching, innovative educational methods, active learning, critical thinking, educational innovationsResumen
The paper aims to provide a comprehensive view of project teaching as an innovative element of the educational process and analyse its practical applications in the school environment. The research was carried out through a comparative study, in which the results of two groups of secondary school students were compared - one that learned through project-based learning and the other that used traditional methods. The results showed that students in the experimental group achieved a higher understanding of the curriculum, better academic results, and a higher motivation to learn compared to the control group. Additionally, project-based learning significantly contributed to developing soft skills such as teamwork, problem-solving, and self-assessment. Despite its many advantages, research identified challenges in implementing this method, such as being time-consuming, the need for methodological support for teachers, and varying levels of student engagement. It is necessary to ensure systematic support for teaching staff and expand the use of digital technologies in project-based learning. The findings indicate that project-based learning represents a promising direction in education that can contribute to modernising school curricula and improving the quality of teaching. Its wider application can help prepare students for the challenges of the 21st century and support their creativity, independence, and adaptability to dynamic changes in society.
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Derechos de autor 2025 Jens Weber, Marc Weber, Rafael P. Humpert, Bianca Triebel, Caroline Kigira, Harald Behrschmidt
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