Project-based learning (PjBL)

Project-based learning (PjBL) reflects the integration of interactive learning strategies into teaching. Learning takes place through research- or work-oriented projects of varying duration. The foundations of project-based teaching were laid by John Dewey and William Heard Kilpatrick in the early twentieth century. As proponents of pragmatism, they argued that education should prepare students for real life, which can be achieved through the development of competencies applicable beyond the educational context.

Project-based teaching is a carefully planned instructional approach aimed at acquiring knowledge through the investigation of specific situations using interactive methods. In this model, the student assumes the role of an active participant and initiator of learning, sharing responsibility for both the learning process and its outcomes. Meyer (as cited in Cindrić et al., 2016) defines a project as “a joint endeavor by teachers and students to connect life, learning, and work in such a way that a socially relevant problem, aligned with the participants’ interests, is collaboratively addressed and results in an outcome of practical value to those involved.” This approach seeks to maintain a balanced relationship between intellectual and practical work.

Project-based learning promotes education oriented toward real-world and professional demands, and projects may also be implemented outside formal educational institutions (Lonka, 2020). The terms project-based teaching and research-based teaching are often used interchangeably to describe similar instructional approaches. Project-based teaching leads to a range of learning outcomes, including:

• acquisition of knowledge, skills and educational values that find their application in real life
• development of the ability to cope in different (unpredictable) situations
• development of interest in research and an investigative approach to learning
• acquisition of a positive attitude towards work and its values
• development of creative learning with the application of acquired knowledge in practical work

Project work can involve different types of tasks. Structured tasks are defined by topics selected by the teacher, with predetermined tasks and data-collection methods. Unstructured tasks allow students to independently select topics and tasks, gather materials, and design and conduct research. Combined or semi-structured tasks, which integrate elements of both approaches, are most commonly used in teaching practice due to their flexibility and pedagogical effectiveness.

Project-based teaching unfolds through clearly defined phases that constitute the project cycle:

• Planning: selection of the topic, definition of objectives, development of an activity plan, allocation of team roles, and identification of required resources. Success criteria and methods for monitoring progress are also established at this stage.
• Implementation: execution of fieldwork and research activities, creation of materials, problem-solving, and ongoing collaboration. Regular communication among team members and with the mentor is essential, as is systematic documentation of activities.
• Evaluation and presentation: reflection on the work process, self-assessment, peer assessment within the team, and presentation of the final product (written, digital, or performative) to the teacher and peers. Evaluation encompasses not only the final outcome but also the quality of the process, collaboration, and individual contributions.

Project Management and Team Collaboration Tools

Contemporary project-based learning relies heavily on digital tools that support the organization and coordination of teamwork. Project management tools enhance the transparency of work plans by clearly presenting goals, deadlines, and task dependencies. They facilitate the clear distribution of roles and responsibilities, improve communication through centralized channels, comments, and notifications, and reduce the risk of misunderstandings or information loss. Such tools also support progress monitoring and early identification of bottlenecks, centralize documents with version control, and enable both synchronous and asynchronous collaboration. From a pedagogical perspective, they support formative assessment by allowing teachers to monitor individual contributions in real time and provide timely feedback. Finally, they facilitate documentation of the project process, which is essential for transparent evaluation and reflective learning. One of the most commonly used tools for this purpose in higher education is Microsoft Teams  - an integrated tool for communication, document sharing, and real-time collaboration that is available to teachers and students. However, there are also some commercial solutions that offer limited access for free or full functionality for a fee. These are the following tools:

• Trello - a visual task management tool based on boards and cards, suitable for distributing activities and tracking progress
• Asana - a project management platform that supports structured planning, deadline setting, and automated reminders.

Note: Before using any of the above tools, it is definitely necessary to check its capabilities in the free version.

Cindrić, M., Miljković, D., & Strugar, V. (2016). Didaktika i kurikulum. Zagreb: IEP-D2, Učiteljski fakultet.

Lonka, K. (2020). Fenomenalno učenje iz Finske. Zagreb: Naklada Ljevak.