INFORMATION TECHNOLOGIES AND PROJECT-BASED LEARNING
INFORMATION TECHNOLOGIES AND PROJECT-BASED LEARNING

Summary/Abstract: This report examines the role of information technologies within the context of Project-Based Learning (PBL) as a contemporary pedagogical approach aimed at developing twenty-first-century skills. The analysis focuses on the integration of digital tools into the teaching and learning process and their impact on active learning, critical and creative thinking, collaboration, and student autonomy. It also explores the principles of blended learning, in which technology does not replace traditional instruction but complements it by shifting the focus from the passive acquisition of knowledge to constructive learning. To analyse the impact of information technologies on students' learning activities, two key indicators were examined: digital engagement and motivation and sense of belonging. Digital engagement is defined as the extent and quality of students' use of technological tools for creating, editing, and organizing learning content. Motivation and sense of belonging were assessed through a questionnaire survey and systematic pedagogical observation, with particular emphasis on students' attitudes toward school and on the role of the project in strengthening their identification with the school community. The findings indicate that the integration of information technologies within the framework of Project-Based Learning (PBL) significantly enhances student engagement, supports effective teamwork, and contributes to the development of higher levels of intrinsic motivation. It transforms the role of the student from a passive recipient of knowledge into an active participant in the learning process, while the teacher assumes the role of a mentor who guides and oversees the appropriate use of project-based resources in accordance with established procedures and guidelines. Furthermore, an increased sense of belonging was observed, resulting from students' opportunities to actively present and interpret their own school environment. The study confirms that combining Project-Based Learning with information technologies creates favourable conditions for deeper learning, the development of digital competencies, and the cultivation of positive attitudes toward school. Particular importance is attached to authentic assessment, which enables the monitoring of individual progress and the application of knowledge in real-world contexts. In conclusion, it can be stated that the integration of information technologies and the development of transferable skills constitute a sustainable model for modernising the educational system and preparing students for active participation in a dynamic, technology-driven society.

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