Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) are essential for preparing students for future success in the digital age.
Authors
Xuan-Hoa Nghiem, Vietnam National University, Hanoi, Vietnam
Rohit Yadav, IILM University, Greater Noida, India
Mohit Yadav, Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India
Narayanage Jayantha Dewasiri, Sabaragamuwa University of Sri Lanka, Sri Lanka & Qasim Ibrahim School of Business, Villa College, Maldives
Asanga Ranasinghe, Postgraduate Institute of Management, University of Sri Jayewardenepura, Sri Lanka
Summary
This chapter explores Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) as transformative educational approaches that emphasize student-centered, active learning. PBL and IBL engage students in real-world problems and inquiry-driven processes, fostering critical thinking, collaboration, and creativity. While PBL is focused on collaborative projects with tangible outcomes, IBL centers around student-directed exploration and questioning. The chapter highlights their theoretical foundations, pedagogical benefits, and practical applications in various educational contexts. It also discusses the challenges of implementing these approaches, including resource limitations and the need for teacher professional development. As educational systems evolve, the integration of technology and the growing importance of 21st-century skills position PBL and IBL as essential methods for preparing students for future success. The chapter concludes with a look at the future of PBL and IBL, emphasizing their potential for transforming education in the digital age
Published in: Exploration of K-12 Teaching and Learning for Teacher Educators
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