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This study explores secondary level English as a foreign language (EFL) teachers' perceptions about Project-Based Language Teaching (PBLT) in terms of its benefits in EFL classrooms. Moreover, it investigates the challenges EFL teachers face while implementing it in English language instruction and recommends the solutions as perceived by the EFL teachers in the EFL context of Nepal. Backing up with theoretical perspectives on PBLT approach, this study adopts phenomenological qualitative research design to analyze the data obtained from the in-depth interviews conducted with three secondary level EFL teachers from three schools of Kailali district of Nepal. This study reveals that even though EFL teachers have knowledge about the importance and benefits of using PBLT in English language teaching, they still face some ideological, pedagogical and operational challenges in effective implementation of PBLT in classrooms. However, the EFL teachers suggest some solutions to overcome the challenges for successful implementation of PBLT for better language teaching and learning.

This paper examines the integration of Project-Based Learning (PBL) and arts within science education to foster critical thinking, collaboration, and creative problem-solving among K-12 students. PBL, grounded in constructivist learning theories, emphasizes student-centered inquiry and real-world problem-solving. By incorporating arts into science curricula, educators address diverse learning styles, enhance engagement, and facilitate deeper understanding through multimodal learning. Case studies of successful programs highlight the efficacy of this interdisciplinary approach, while best practices provide actionable strategies for implementation. This study emphasizes the transformative potential of integrating arts in PBL to cultivate 21st-century skills and bridge disciplinary divides, enriching both teaching and learning experiences. 

In this case study, the aim was to implement project-based learning by utilizing e-portfolio assessment in a small-scale classroom (N = 8). The compulsory Design, Development, and Evaluation of Educational Software course in the curriculum of the Department of Computer Education and Instructional Technology was selected due to its strong relationship with real life while lending itself to addressing the major concern of project-based learning. Despite insufficient classroom size and students' challenges on animation software, it was found that project-based learning was an appropriate choice for conducting such a course. Moreover, e-portfolio assessment proved to be valuable in project-based learning. In the rest of the paper, findings from other research studies evaluating project-based learning are discussed and recommendations are presented. (Contains 3 tables.)

The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session--a review and revision process--undertaken in developing this learning products. The results showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target--the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.

Project-based learning offers the opportunity to apply theoretical and practical knowledge, and to develop the student's group working, and collaboration skills. In this paper we presented a design of effective computer class that implements the well-known and highly accepted project-based learning paradigm. A pre-test/post-test control group design investigation was undertaken with 98 students from 6th grade students (male and female) enrolled in computer class at the elementary school in Koprubasi, Trabzon, Turkey in the 2002-2003 academic year. Students were randomly divided into two treatment groups. One group (50 students) formed the control group. Other 48 students received the project based learning treatment. The effect of the project based learning on students' computer skill achievement level was assessed using the "Rubric," an instrument that was developed during the study. "Group and Self evaluation forms" were used to measure the learning outcomes related to the teamwork, communication and social skills. The results have been found to be positive and are discussed.

Project-based learning offers the opportunity to apply theoretical and practical knowledge, and to develop the student's group working, and collaboration skills. In this paper we presented a design of effective computer class that implements the well-known and highly accepted project-based learning paradigm. A pre-test/post-test control group design investigation was undertaken with 98 students from 6th grade students (male and female) enrolled in computer class at the elementary school in Koprubasi, Trabzon, Turkey in the 2002-2003 academic year. Students were randomly divided into two treatment groups. One group (50 students) formed the control group. Other 48 students received the project based learning treatment. The effect of the project based learning on students' computer skill achievement level was assessed using the "Rubric," an instrument that was developed during the study. "Group and Self evaluation forms" were used to measure the learning outcomes related to the teamwork, communication and social skills. The results have been found to be positive and are discussed.

Expanding the university-school partnership in one urban district led to the development of a Saturday enrichment program with preservice teachers planning curricula based on project learning. Researchers asked if this program, a departure from the structured curriculum of Monday through Friday class, had an impact on learners involved. Data were collected through interviews, surveys, and observations from 2005-2010. Overall results indicate that the program had a positive impact on learners and their attitudes about learning. Attendance in the program was high when the curriculum was student-driven. Conflicts in philosophy among administrators had a negative impact on the ongoing success of Saturday School. "If there has ever been a time to improve schools, the time is now." -Scherer, 2010

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as "a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed projects and tasks" (p. 4). The instructors revised the course where students were required to conduct a formal, standards-based evaluation of a critical issue in their school settings that immersed students in integrating and applying knowledge using the PjBL approach. The instructors used the Buck Institute for Education's seven PjBL design principles for instructors (Larmer, 2015) to develop and analyze the course revisions. The process, challenges, and the results are discussed in this paper.

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as "a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed projects and tasks" (p. 4). The instructors revised the course where students were required to conduct a formal, standards-based evaluation of a critical issue in their school settings that immersed students in integrating and applying knowledge using the PjBL approach. The instructors used the Buck Institute for Education's seven PjBL design principles for instructors (Larmer, 2015) to develop and analyze the course revisions. The process, challenges, and the results are discussed in this paper.