Zylfije Tahiri

South East European University-North Macedonia



This desk research investigates project-based learning (PBL) at the upper secondary level, employing secondary research methodology. A thorough literature review was conducted using academic databases, focusing on PBL’s application, benefits, drawbacks, methodologies, and outcomes. The findings are organized thematically, covering PBL’s origins, definition, comparison with problem-based learning (PBL), advantages, drawbacks, and best practices. The study reveals PBL’s roots in Dewey’s pragmatism and its emphasis on student-centered, inquiry-driven learning. PBL fosters student engagement, critical thinking, collaboration, and real-world connections, benefiting both students and educators. However, challenges such as limited teacher training and parental understanding hinder its implementation. The study underscores the significance of PBL as a transformative instructional approach in upper secondary education, despite its limitations. It calls for further research to deepen understanding and inform evidence-based practices in educational settings.

Keywords: PBL, Benefits, Drawbacks, Teaching Methodology, Upper Secondary Level, EFL Classrooms



“Tell me and I forget. Show me and I remember. Involve me and I understand.”

(Chinese Proverb)

Project-based learning (PBL) has gained increasing attention in educational settings due to its potential to enhance students’ learning experiences and outcomes. In the realm of English as a Foreign Language (EFL) instruction at the upper secondary level, PBL emerges as a promising approach to engage students actively in language acquisition while fostering critical thinking, collaboration, and problem-solving skills. However, like any instructional method, PBL carries both benefits and drawbacks that warrant exploration and consideration. This research aims to examine the advantages and challenges associated with implementing PBL in upper secondary EFL classrooms, throwing light on its effectiveness and implications for language learning and teaching. By critically evaluating its impact, educators can better understand how to optimize the integration of PBL into EFL curricula to meet the diverse needs of students and enhance their language proficiency.


The implementation of project-based learning (PBL) in upper secondary EFL education will positively impact student engagement, academic performance, and teacher-student relationships due to its student-centered, inquiry-based, and active learning approach.

Volume 9, No.2 (2024): April

ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)

DOI : 10.33807/monte.20243141

DOI URL: 10.33807/monte.20243141

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This is an open-access article under the CC BY-NC-ND license (