Project-Based Learning for Language Education in Higher Education: A Scoping Review

While the main focus of national policy and research has continued to be on foreign language teaching, in the past two decades increasing attention has been given to heritage language learners and to the development of pedagogies which address their particular needs as well as the opportunities available to them. This chapter will chart general developments in language pedagogy beyond communicative language teaching noting both the degree to which they might be considered to apply to both foreign language and heritage language learning and where there are important distinctions to be made. Reference will be made here to groundbreaking work by Claire Kramsch and to the distinction she draws between communicative and subjective/symbolic competence in both language learning and use. It will then go on to set out a number of developments which are proving to have particular significance in the heritage language context, including interdisciplinary perspective (Content-Based Instruction –/Content and Language Integrated Learning –/Project-Based Language Learning ); intercultural/transcultural language learning perspective; multilingual, translanguaging perspective; learner agency and identity investment perspective; multisemiotic and intertextual perspective; digital technology perspective; arts perspective; decolonising, activist citizenship perspective. Finally, it will be argued that, taken as a whole, these developments provide a robust foundation for (a) a much more unified and democratic/ pluralist view of language and literacy education, (b) the development of dialogue between specialists across the spectrum of language education and indeed across the curriculum and (c) fostering closer collaboration between mainstream and community-based sectors.

ABSTRACTThe aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education.

In this paper, we sought to address the following research question: What knowledge and skills are needed by instructional designers in higher education to be successful in their roles? We interviewed eight instructional designers from across the United States, all working for institutions of higher education. Using the constant comparative method, we analyzed our data to identify relevant themes. Our results suggest that instructional designers in higher education must have a solid foundation in instructional design and learning theory, possess soft skills and technical skills, and have a willingness to learn on the job. Most instructional designers felt their academic backgrounds assisted them with their job roles, and, in particular, valued their professional experiences. Instructional designers in higher education must also keep abreast of multiple emerging information and communication technologies. We provide a discussion to synthesize our findings. The findings are relevant to professionals, professional academic programs, and professional associations.

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

This study explores the benefits and challenges of Project-Based Learning (PjBL) in higher education. The research methodology employed a review study, utilizing various tools, methods, and software such as databases, citation management software, and data analysis software. The main findings of this study highlight the multifaceted benefits of PjBL in higher education, including enhanced student engagement, interdisciplinary collaboration, and authentic problem-solving. Implementing PjBL in higher education also presents challenges. These include faculty resistance and readiness, complexities in curriculum design and assessment, time and resource constraints, and the need for effective project management strategies. Strategies to address these challenges are discussed, including faculty training and support, curriculum alignment, assessment rubrics, and project management frameworks. This study’s findings can be useful in higher education institutions across various disciplines and areas, providing insights for educators, administrators, and policymakers who seek to integrate or enhance PjBL approaches in their curriculum. This study contributes to the existing knowledge on PBL in higher education by providing a comprehensive exploration of its benefits and challenges. It advances the understanding of how PjBL promotes active engagement, interdisciplinary collaboration, and authentic problem-solving, ultimately bridging the gap between theory and practice in education.

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward.

This chapter presents a new paradigm for sustainable data-driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022) Smart CALL). Design considerations are presented for remixing domain-specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stakeholders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OER expansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.KeywordsData-driven learningDesign-based researchEnglish for academic purposes (EAP)Higher educationMassive open online courses (MOOCs)Open accessOpen educational practicesOpen educational resources (OER)Systems design

Global issues that are sustainable in the industrial era 4.0, which requires universities to take part in the current Process, Input, Output and Outcome, one that is suitable for sustaining this project-based continuous learning is the educational approach which focuses on creative thinking, problem solving, and interaction between students and peers to create and use knowledge in the current digital era. This study aims to determine the effect of Project Based Learning (PjBL) continuous learning innovations on English learning outcomes of students of the faculty of cultural sciences English Education study programs at Brawijaya University Malang. This research method uses experimental design with the Times-Series Design with Control Group. Data analysis of this study used the one way ANOVA test. The results showed that the treatment of the TOEFL test, namely the pre-test and post-test in the control class and the experimental class in the Project Based Learning (PjBL) learning model there were differences. The average pre-test toefl score in the experimental class was 344.71 with a range of values ranging from 300-397 and a standard deviation of 29.386. The average post-test toefl score in the experimental class, which is 360.83 with a range of values ranging from 303-400 and a standard deviation of 24.146. Project Based Learning (PjBL) based learning can improve student learning outcomes, the p-value on PjBL is 0.026.

Competency-based training focuses both on the development of capabilities, skills and knowledge, as well as on education in values, experiences and attitudes that, when integrated, are aimed at the successful performance of the student. In this sense, active methodologies, particularly project-based learning (PBL), provide an opportunity for students to apply and develop skills in real situations and through teamwork, making use of the potential of the application of information and communication technologies (ICT), such as Artificial Intelligence. In this context, the present study aimed to assess the methodology applied in the experience of project-based learning and Artificial Intelligence in the online training of mechanical engineers. The experience was developed in the degree of Mechanical Engineering at two universities (National University of San Agustín de Arequipa, Perú and the Technological University of Havana, Cuba) in two subjects, respectively: Mathematical logical reasoning and Pedagogy and didactics of higher education. The analysis was carried out based on a set of achievement indicators (pass, fail, dropout and withdrawal), and it allowed for a comparative study between 2022 and 2023 that offers valuable results in the online training process of these students. The methodology used, the analysis carried out and the impact obtained constitute a motivating guide for today’s higher education.

The ideology of curriculum design is believed to be the core of teaching and learning, yet it is in direct opposition to current notions of curriculum development. The contextual factors that underpin teaching and learning are derived from curriculum design. The principal factors that influence what is being taught may be categorised into three levels: the macro, meso and micro. At the macro level, there are national and international influences such as globalisation, massification, and marketization. Also, socio-economic, and political influence may be included. At the meso-level the Department of Higher Education and Training (DHET) and institutional level influence is forthcoming. Issues such as policies, culture, location, student profile and so forth are examined. Also, external influence from employers, professional bodies, accreditation bodies, quality agencies as well as political redress is evaluated. The micro-level examines individual academics and support staff concerning personal theories, beliefs, and professional knowledge. Systems theory in the educational context views the institution as a system where there is an interaction of variables of input, process and output that enable learning to take place. Because of the complexity and nature of curriculum design, there is limited change in this critical sphere of the education system. This paper reflects on the design and development of a curriculum in an open distance learning higher education institution.

This research aims to explore the significance of teaching methods and curriculum design in college education.It looks into how different teaching approaches and course structures impact students' learning and engagement.Firstly, it compares traditional and modern teaching methods to see how they affect learning and their applicability across subjects.Secondly, it investigates both traditional and innovative course designs, analyzing their influence on student engagement among different groups.Additionally, it delves into how innovative course design can address the needs of modern higher education and improve student engagement and learning outcomes.Lastly, it suggests ways to encourage innovation in teaching methods and curriculum design, stressing their importance for student learning, and proposes future research and educational policies to enhance the adaptability of the education system.Modern teaching methods prioritize students' autonomy, fostering innovative thinking, while traditional methods emphasize systematic teaching, facilitating gradual knowledge acquisition.Innovative course designs, compared to traditional ones, create a more positive learning atmosphere, foster closer teacherstudent bonds, blend online and offline elements, and feature open and engaging content, enhancing student participation and improving learning outcomes.Therefore, it is important to move the curriculum design course design time forward to advance at the same time as the theory course.Following the principles of open-ended questions and real-life situations, students are guided to combine their personal interests in choosing topics within the scope of preset course themes, and strive to be close to reality and innovative.A progressive problemsolving approach is adopted, and a system of phased reporting and seminars is established to ensure effective interaction between teachers and students and to realize a healthy rolling of the learning environment.Follow the principle of developmental assessment, encourage innovative thinking, and stimulate student participation through continuous, multi-dimensional performance assessment.Integrate multiple teaching methods and use multiple teaching tools to ultimately ensure that the course design achieves the desired results of innovation orientation.

Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

Academic writing is a fundamental competency for university students as it serves as the main medium for logical, critical, and ethical communication of scientific ideas. However, many students still struggle with technical, structural, and motivational aspects of academic writing, indicating the need for innovative learning models that promote autonomy, collaboration, and reflection. Although project-based learning (PjBL) has been widely applied in language education, research on its effectiveness and implementation challenges in Indonesian academic writing remains limited. This study aims to analyze the application of PjBL in academic writing instruction and identify factors influencing its effectiveness. Using a narrative review guided by the population–exposure–outcome (PEO) framework, this study synthesizes ten empirical and theoretical articles published between 2020 and 2025 from Scopus, ERIC, and Google Scholar. The findings show that PjBL consistently enhances students’ academic writing skills through authentic, collaborative, and reflective learning that strengthens critical thinking, motivation, and digital literacy. However, challenges persist in pedagogical practices, psychological readiness, and institutional support. This study highlights the need for systematic instructional design, continuous scaffolding, and academic technology training for both lecturers and students to optimize PjBL implementation in Indonesian higher education. Keywords: Project-Based Learning; Academic Writing; Higher Education

Aim/Purpose: This paper investigates three key aspects of metaverse-based platforms in English language teaching: (1) their effectiveness in enhancing language learning outcomes, (2) their impact on digital literacy development in higher education, and (3) their accessibility and inclusivity implications for diverse student populations. Background: Despite growing interest in digital language learning, research gaps exist in understanding the long-term effectiveness of immersive technologies, particularly in resource-constrained settings. The metaverse – an integrated platform combining augmented reality (AR) for real-world digital overlays and virtual reality (VR) for immersive experiences – remains little studied in language education. While existing research examines AR or VR separately, this study investigates their combined impact through metaverse technology, addressing the unexplored intersection of language proficiency, digital literacy, and learning sustainability in higher education. Methodology: A mixed-methods study was conducted with 60 undergraduate students divided equally between experimental (metaverse-based) and control (traditional online) groups for an 8-week English course. The experimental group used an integrated metaverse platform combining AR and VR technologies for one hour daily. Quantitative assessment included pre-test, post-test, and six-month retention measurements of language proficiency (reading, writing, speaking; 10-point scale each) and digital literacy (36-item standardized scale). Semi-structured interviews with 15 participants from resource-limited environments explored accessibility and inclusivity challenges. Contribution: This research contributes to understanding technology-enhanced language learning in immersive environments, challenging assumptions about digital literacy’s impact on academic performance and providing insights into the long-term effects of metaverse-based learning on language skills. Findings: The results revealed significant improvements in reading, writing, and speaking skills among the experimental group, with reading and writing gains maintained over six months. While participants showed substantial improvement in digital literacy, no significant relationship was found between digital literacy and academic performance. Qualitative analysis uncovered two key themes: inclusive social interaction opportunities and technical barriers in the learning process. Recommendations for Practitioners: To maximize the effectiveness of metaverse-based language learning, three key recommendations emerge: institutions should prioritize robust technological infrastructure alongside comprehensive training for both educators and students, educational platforms should be developed with greater inclusivity and customization options, and regular practice sessions or hybrid learning models should be implemented to maintain speaking skills over time. Recommendation for Researchers: Future research directions should focus on three critical areas: conducting longer-term studies to better understand how metaverse-based learning affects academic performance and language proficiency, exploring the complex relationship between digital literacy and academic achievement through alternative success measures, and investigating how adaptive learning systems within metaverse environments can effectively address diverse learner needs. Impact on Society: The findings suggest that metaverse technology has the potential to revolutionize language education, making it more engaging and effective. However, they also highlight the need to address technical challenges and ensure inclusivity to prevent new forms of educational inequality. Future Research: Future investigation should address three key areas: examining how digital skills gained in metaverse environments transfer to real-world contexts and other academic disciplines, developing standardized assessment tools for evaluating language proficiency and digital literacy in immersive virtual settings, and studying the long-term impact of metaverse-based learning across different age groups and educational levels.

This study examines elementary school students' project-based learning (PBL) experiences through computer-mediated communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students' attitudes toward computer and computer class within an online supported environment, analyze the level of learners' satisfaction about the project-based collaborative learning through CMC, and examine students' perceptions of their social presence and how effective social presence is as a predictor of overall students' satisfaction.