In the LEAP Project, we worked with five basic design principles of Project-based learning because suited to our stances on individual-centred education and willingness to experiment with youth-initiated projects. These five steps are retrieved from a work of Joseph S. Krajcik and Phyllis C. Blumenfeld elaborated in 2009. They are the following ones:

1. Driving question: a question elaborated, explored, and answered throughout a project. The driving question should have five characteristics to be a good one:

• Feasible: it is possible to be answered by proper design and a practicable investigation, it outlines a task.
• Meaningful: it asks for substantial content. 
• Contextualized in a real-world context.
• Meaningful: interesting and exciting to learners.
• Ethical: not causing harm to any individual or the environment.

2. A situated inquiry: working in small collaborative groups and learning what they need to know in order to solve a problem. Most frequently a group size of three to five in mentioned for curriculum-based PBL approaches, the duration of most projects is about three months.
3. Collaboration: the learning experience in a group gives students an opportunity to develop a sense of teamwork.
4. Technology tools: to support learning, it has been proved that tangible results increase the effectiveness of learning processes.
5. The creation of artifacts: can be texts, recipes, guidance, technical or digital solutions, etc. Youngsters develop a self-image as producers or authors of knowledge. The artifacts should be personally meaningful.