The PBL method can be executed in various subject fields. It does not depend on age or academic background of the individuals or group. PBL can be used from primary education up to master graduates. PBL can also be applied in less formal contexts, such as community-working or general social-working. Within the LEAP project, we are exploring methodologies for youth workers to apply the concept as a working practice in non-formal education. 

PBL is an instructional procedure focused on the learner. Instead of using an inflexible lesson plan that dictates specific outcomes or objectives to the learner in a top-down approach, project-based learning allows for the in-depth analysis of an issue worth learning more about. Through the establishment of a personally-meaningful artifact, the learners create something that shows what they’ve learned. Furthermore, learners typically have more freedom over what they discover, keeping interests and motivating the students to take more control of their learning. Once the project is implemented, during the project stage learners have to arrange their work and be in charge of their time on their own. Encouraging the innovation and imagination of young people through individual responsibility is another significant characteristic of PBL.

Thus, PBL and the setting up of artifacts enable the exhibition of plurality in learners, such as interests, capacities and learning techniques.

It can be found more background on the history of PBL in the previous post. Please find the link below to access the “PBL History” published on the 28th of January.