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Project-Based Learning (PBL) as an Element of Sustainable Education Development in the Twenty-First Century

Author

Listed:
  • Anna Cierniak-Emerych

    (Wroclaw University of Economics and Business)

  • Magdalena Rękas

    (Wroclaw University of Economics and Business)

  • Katarzyna Emerych

    (Wroclaw University of Economics and Business)

Abstract

Project-based learning (PBL) focuses on real, authentic problems. Through learning in the context of real-world challenges, students gain a deeper understanding of issues related to ecology, economics and the social aspects of sustainable development. PBL also promotes collaboration and communication, which are crucial in addressing modern challenges related to globalization and the need for collective actions towards sustainable development. PBL can support educational goals aligned with the United Nations; 2030 Agenda for sustainable development, particularly in areas like quality education (Goal 4), responsible production and consumption (Goal 12) and climate action (Goal 13). The article aims to: (1) analyse the role of PBL in developing key competencies such as critical thinking, problem-solving and collaboration, essential for achieving the goals of sustainable development; (2) evaluate the effectiveness of PBL in preparing students for the challenges of the modern world; (3) present case studies of projects conducted using the PBL method and identify best practices for implementing PBL, with particular emphasis on integrating content related to sustainable development. The authors aim to demonstrate that PBL can become the foundation for education that not only imparts knowledge but also shapes students into globally conscious citizens, capable of actively participating in sustainable development efforts.

Suggested Citation

  • Anna Cierniak-Emerych & Magdalena Rękas & Katarzyna Emerych, 2026. "Project-Based Learning (PBL) as an Element of Sustainable Education Development in the Twenty-First Century," CSR, Sustainability, Ethics & Governance,, Springer.
    • Handle: RePEc:spr:csrchp:978-3-032-16077-5_19
    DOI: 10.1007/978-3-032-16077-5_19
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