Analyzing the Role of Project-Based Learning in Developing Students’ Problem-Solving Skills and Self-Regulated Learning in Modern Educational Environments

Abstract

The rapid transformation of contemporary educational systems has intensified the need to move beyond traditional teaching methods toward active and learner-centered approaches. Among these, project-based learning has emerged as a powerful pedagogical model that promotes deep engagement, meaningful learning, and the development of essential student competencies. The purpose of this study is to analyze the role of project-based learning in fostering students’ problem-solving skills and self-regulated learning and to explore the underlying mechanisms through which this approach operates in modern educational environments. Drawing on a comprehensive synthesis of high-quality empirical studies, the research examines key dimensions of project-based learning, including task design, teacher facilitation, learner interaction patterns, and their influence on students’ cognitive and metacognitive processes. The findings indicate that project-based learning enhances students’ ability to identify problems, generate multiple solutions, evaluate alternatives, and apply effective strategies through authentic and complex learning situations. Furthermore, the approach significantly strengthens self-regulated learning by promoting goal setting, strategic planning, progress monitoring, and reflective self-evaluation. The results also demonstrate that technologically enriched and flexible learning environments considerably amplify the effectiveness of project-based learning. The study highlights the necessity of systematically integrating project-based learning into curricula and equipping teachers with the professional competencies required for its successful implementation. Practical implications are offered for educational policymakers, curriculum designers, and school administrators seeking to improve instructional quality and learner outcomes.