Self-Coded Digital Portfolios as an Authentic Project-Based Learning Assessment in Computing Education: Evidence from a Web Design and Development Course

This study examined the mediating effect of social-emotional learning (SEL) skills in the relationship between project-based learning (PBL) and student engagement in science. A descriptive-correlational research design was employed. There were 179 Grade 10 respondents from four public secondary schools in the South District, Division of Tagum City, who were selected through simple random sampling. This study used two adopted questionnaires and one researcher-made questionnaire. Mean, Pearson r, standard deviation, regression analysis, and the Sobel test were used as statistical tools. The results revealed significant relationships among project-based learning, student engagement, and social-emotional learning skills. Social-emotional learning skills partially mediate the relationship between project-based learning and student engagement in science. The results highlight the importance of project-based and social-emotional learning for student engagement and suggest that strengthening these skills in science education would further enhance it. The development of the curriculum and teaching methods for implementing it with students is needed so that teachers can maximize project-based and social-emotional learning to strengthen students’ engagement.

This paper presents the strategies used for effective teaching and skill development in integrated circuit (IC) design using project-based learning (PBL) methodologies. It presents the contexts in which these strategies are applied to IC design courses at the University of South Australia, Adelaide, Australia, and the National Institute of Applied Science (INSA), Toulouse, France. Collaborations among the faculty members of the two institutions have produced a set of learning resources and design tools to support the development of industry-relevant design skills and lifelong learning skills. At the pedagogical level, the emphasis is on the development of practical circuit design, critical thinking, and problem-solving skills rather than the mastery of complex circuit design tools. The courses enable students to learn about the most recent technological developments and their implications, using a set of user-friendly tools. The PBL methodologies, intuitive design tools, and latest technology models have consistently produced high levels of student satisfaction with the overall quality of the courses at the two institutions.

The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies.

This paper describes the experience during the execution of a project that applied the project-based learning (PBL) methodology for teaching an undergraduate course on image processing at the Universidad de los Llanos. During this project, the learners, the students of electronics engineering and computer science, were able to complement their lectures, process and manipulate images, and build their own image processing tools using Python programming language. This paper shows students’ projects resulting from the application of key concepts of image processing and pattern analysis supported by the PBL methodology.

Background and Aim: Based on relevant policies and literature, such as higher education planning at home and abroad, policies of the Chinese Ministry of Education, educational concepts, cognitive learning theories, project-based learning methods, teaching strategies, and teaching evaluations, researchers interviewed teachers and students on the current foundation of the programming design course. This research and development aimed 1 to study the background information focusing on the course components of the foundation of programming design course to enhance students’ computational thinking ability. 2) To develop the foundation of a programming design course based on Cognitive learning theory, combined with Project-based learning to enhance students’ computational thinking ability. 3) To determine the effectiveness of implementing the foundation of programming design course based on Cognitive learning theory combined with Project-based learning. Materials and Methods: The sample of this research was 30 first-year students (1 class) majoring in Network Engineering class 1, in the academic year 2024-2025 of Zhoukou Normal University, Henan Province, China. They are derived from using a cluster random sampling method. The experimental design adopted in this research was a group posttest-only design. The research instruments from each Phase of the study were as follows: Phase I: Interview forms for teachers and students on course-related questions. Phase II: 1) Foundation of programming design course based on Cognitive learning theory combined with Project-Based Learning. 2) 12 lesson plans for the foundation of the programming design course. 3) Evaluation form of computational thinking skills. 4) Learning achievement test. 5)Satisfaction questionnaire. The data were analyzed by using mean, standard deviation, and the one-sample t-test. Results: The results of this research were as follows: 1) The researcher reviewed the related documents about the Foundation of Programming Design Course and interviewed the 4 teachers and 30 students about problems of the Foundation of Programming Design Course, and the information gathered was used to develop the course. 2) The course development in six aspects: Course principles, Course objectives, Course content, Course instructional strategies, Course media and resources, and Course evaluation. 3) After implementing through Foundation of Programming Design Course based on Cognitive Learning Theory combined with Project-Based Learning, students’ computational thinking ability (Knowledge) was higher than the determined criterion of 70% at a significance level of 0.05; students’ computational thinking ability (Skills) was higher than the determined criterion of 70% at a significance level of .05. 4) The mean scores of students’ satisfaction after implementing the Foundation of Programming Design Course based on Cognitive Learning Theory combined with Project-Based Learning was 4.838 from a possible full mark of 5, and the standard deviation was 0.176, which was statistically higher than the criterion of 70% at the .05 level of statistical significance. Conclusion: This research confirms the effectiveness of the teaching model based on Cognitive learning theory combined with Project-Based Learning to enhance students' computational thinking ability.

This paper puts forward a new learning mode called project-based blended learning mode for the mobile application development course. In this learning mode different learning activities are designed according to different learning styles and are blended into project-based learning. The paper presents that what constitute the framework of the learning mode, how the blended learning activities of the mode are designed and the future research direction.

Prior research has suggested that Project Based Learning (PBL) may affect students’ performance. Nevertheless, there has been a lack of empirical studies that have examined these relationships specially, in Bachelor’s Degrees and Master’s degrees. This research empirically examines whether PBL improves Own apprenticeship abilities’ development as well as promotes Students’ subject overcoming and their Professional success using data from 65 Spanish University students. Results of this study show that using PBL methodology in lessons enhances the students’ own apprenticeship abilities’ development. These results demonstrate the power of over students’ subject overcoming and their professional success. They display that students’ subject overcoming may play a mediating role in the relationship between PBL and students’ professional success. Moreover, these results cover an existing gap in literature, since there is no empirical literature that has tried to link as a whole PBL, Own apprenticeship abilities’ development, Students’ subject’s overcoming and their Professional success.

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

Introduction: The furtherance of a university research culture is essential to promote processes of innovation and improvement in academic praxis. Objective: Therefore, this research aimed to promote formative research skills in a group of fifty-one students at a UPTC campus, through the project-based learning (PBL) methodology in an English language teaching (ELT) course. Methodology: Given the qualitative nature of this analysis, we selected a case study method. We used surveys, focus group interviews, and teacher journals as instruments to collect data. Likewise, we utilized grounded theory to analyze and conceptualize the information collected. Results: The PBL methodology significantly supported and improved the research skills of the students. Through the different activities, they also increased their interest and awareness of the need for research in their undergraduate programs. In addition, the students furthered their English speaking and writing skills, as the reports and presentations were conducted in this language. Conclusions: The promotion of a research culture, from the ELT, not only generates knowledge for development, internationalization, and professional qualification but also highlights the importance and role of higher education in society.

This research evaluates how Project-Based Learning (PBL) is implemented in the Innovative Design program that is taught at The Hague University of Applied Sciences. This paper offers insights about the way students and teachers experience PBL within this program, and how the implementation can be improved according to previous research in this field. By studying relevant literature, a list of important (organizational and didactical) factors regarding the implementation of PBL is created. Questionnaires investigating these factors are then circulated among the teachers and students of the program. The results of the questionnaires are analyzed against guidelines provided in the literature. Based on this comparison, recommendations for the improvement of the PBL approach within the program are provided. The analysis shows that the program offers meaningful projects, and the students are properly prepared to collaborate. Nevertheless, the analysis also shows that the program still has room for improvement. The assessment methods are still unrefined, the students experience time-pressure while working on their projects, and the teachers can benefit from additional training to be better prepared for teaching in a PBL environment. Fortunately, the teachers indicate willingness to learn new PBL specific teaching skills

The basic educational process of higher vocational college education is to teach young people with development of their morality, intelligence, physique, critical thinking and labor, with certain theoretical and practical knowledge. The research focuses on the study from traditional teaching to independent practical learning. The main change possibility is about teacher and student’s cooperation which guides methodology and a project-based learning opportunity. The paper presents teaching and learning possibility based on an application of web page design and production course. We, beginning with the studies existed in web design and production course, introduce the application-based course, and develop the application the web design and production course teaching method. Through application-based project courses, students are able learn basic operations related computer software and then practice designing and producing digital products. The paper can show the practical teaching method in the course of web design and production has been effective in promoting learners, their interest in learning and improving their professional core qualities.

In response to the increasing demand for graduates who are not only proficient in their field but also possess critical thinking skills and global competence, this study investigates the impact of innovative assessment practices on English as a Foreign Language (EFL) learners in Algerian higher education institutions. With the evolving landscape of education, traditional assessment methods are being increasingly replaced by more dynamic, learner-centered approaches aimed at fostering 21st century skills. This research employs a descriptive mixed-methods design, combining quantitative and qualitative data to explore the perceptions of 20 EFL instructors and 150 students across five Algerian universities. The study focuses on alternative assessment strategies such as project-based learning, digital portfolios, and peer assessments. Through a combination of student questionnaires, instructor interviews, and document analysis of student portfolios and project work, the research investigates the effects of these innovative methods on student engagement, critical thinking, and the development of global competence. The results reveal the positive influence of non-traditional assessments on learner motivation, analytical abilities, and intercultural awareness. Additionally, the study assesses the challenges faced by instructors and institutions in implementing these approaches and provides recommendations for enhancing their effectiveness. The findings suggest that innovative assessment practices play a crucial role in preparing EFL students for the demands of the globalized world, contributing to both their academic success and their ability to engage meaningfully in diverse, international contexts.

As artificial intelligence continues to reshape how knowledge is created, accessed and applied, teaching and learning across the educational areas are undergoing profound transformation. Entering 2026, educators face an urgent need to rethink instructional models, learning objectives and assessment practices to better support learners in increasingly complex, technology-rich environments. In this context, innovation in teaching and learning is no longer optional; rather, it calls for thoughtful, evidence-based inquiry into pedagogical approaches that can produce meaningful and lasting impact.Against this backdrop, we are pleased to announce the publication of JRIT&L Volume 19, Issue 1. This issue addresses a range of timely topics, including the use of ChatGPT in the classroom, project-based 6E learning, teachers’ gameful practices, modernization of photogrammetry curricula, AI-influenced STEM education and teacher resilience in teacher education. Collectively, these studies reflect a broader shift toward competency-based, learner-centered education, an emerging trend that is reshaping teaching and learning across both K–12 and higher education. To help lead this transformation, we encourage contributors to provide convincing evidence demonstrating how instructional models can cultivate learner competencies and drive reform in innovative teaching and learning.First, innovative teaching and learning increasingly emphasize student-centered approaches and authentic application in both K–12 and higher education. Educators are moving away from passive, isolated, content-driven instruction toward learning experiences that actively engage students in inquiry and problem solving. Prominent approaches include project-based learning grounded in real-world contexts and focused on practical outcomes, as well as inquiry-based learning that promotes questioning, exploration and discovery. In parallel, competency-based personalized learning models are gaining prominence, shifting the focus from time-based instruction to the development and demonstration of essential skills.Second, interdisciplinary STEAM and STEM education is becoming increasingly important, while traditional single-subject instruction faces growing limitations. Much contemporary learning is rooted in real-world scenarios, community challenges and engineering design problems that demand integrated knowledge and skills. These contexts are closely aligned with students’ career pathways and provide powerful opportunities to foster engagement and motivation. For educators, the challenge lies in designing learning environments that encourage cross-disciplinary thinking and guide students to address complex, authentic problems.Third, technology-enhanced learning will continue to play a crucial supporting and instrumental role in innovative education. These technologies will be increasingly used for personalized learning and to leverage data to support student learning analytics, helping students succeed. Importantly, with the advancement of artificial intelligence, the focus has shifted from viewing technology as a novelty to seeing it as a tool to enhance learning.Fourth, assessment practices are undergoing meaningful change. Authentic, performance-based assessment and formative feedback are gradually replacing traditional summative and formative assessment. Digital portfolios, project artifacts and continuous feedback enable students to demonstrate learning through meaningful processes while providing educators with rich evidence to inform curriculum design and instructional decision-making.Finally, teacher development and instructional models continue to evolve in response to these changes. Flipped classrooms, blended and flexible learning models, micro-credentials and open educational resources (OER) remain central to ongoing reform. At the same time, Universal Design for Learning (UDL) and social-emotional learning frameworks are being more fully integrated into curriculum design. Ensuring equitable, learner-centered instruction, particularly for young learners and diverse student populations, remains a critical priority across educational systems.Overall, the most influential trends in innovative teaching and learning emphasize authenticity, coherence and purpose. They connect learning to real-world contexts, integrate multiple disciplines, value credible evidence of learning outcomes and place learners’ needs, experiences and aspirations at the center of educational design. As we look ahead to 2026 and beyond, we hope that JRIT&L will continue to serve as a platform for rigorous scholarship that informs and advances meaningful innovation in teaching and learning.

Determining New Instructional Strategies for Web Design Course in Vocational Education with Respect to Instructional Technology Perspective

It goes without saying that students’ interest and engagement in the learning process lead to better academic achievement. One of the proposed methods and approaches to boost students’ engagement and interest is Project-Based Learning (PjBL). The latter is a student-centered instruction which responds to the rapid changes of the current era, making students at the core of the knowledge construction process. The current qualitative case study seeks to explore the effects of PjBL on students’ engagement and interest in EFL classes. The sample of this study consists of common core students who were taught through PjBL and was selected through convenience sampling. Data was collected through semi-structured interviews after the implementation of PjBL. The findings of this piece of research confirm that Project-ased learning is effective in facilitating and raising students’ engagement and interest in EFL classes to a great extent. This is thanks to the structured stages of PjBL which push learners to go from developing and planning projects, designing tasks, collecting and organizing data, to producing a final artifact. Having to go through all these phases increases students’ engagement and interest in learning. Such a method of teaching merits more attention and consideration from curriculum designers for the benefits it offers.