Project-Based Learning (PJBL) as an Experiential Pedagogical Methodology in Interdisciplinary Education: A Review of the Literature

Abstract

This paper reviews the literature on Project-Based Learning (PjBL) as an experiential pedagogical methodology in general education. Using VOSviewer, a bibliometric analysis tool, the review explores the evolution, key themes, and prominent research trends within the PjBL field. The analysis identifies influential publications, authors, and journals, highlighting the connections and collaborations that have shaped the current understanding of PjBL. The review aims to provide a comprehensive overview of the existing research, identify gaps in the literature, and offer insights for future research directions in the application of PjBL in general education. It emphasizes the importance of experiential learning within PjBL and its impact on student learning outcomes. Educational design should prioritize projects that transcend traditional disciplinary boundaries and directly engage with intricate, real-life challenges that students are likely to face professionally. This pedagogical approach not only cultivates collaborative dynamics among students from diverse academic backgrounds but also enhances the development of critical thinking and problem-solving proficiencies, which are indispensable attributes in the contemporary professional landscape.