Learning for the Real World: The Effectiveness of Interdisciplinary Project-Based Learning in Developing Students’ Creativity, Problem-Solving, and Collaboration

Abstract

A major limitation of traditional education is the separation of school subjects from complex real-world problems. This study aims to investigate the effectiveness of interdisciplinary project-based learning in developing students’ creativity, problem-solving, collaboration, agency, and transfer of learning. Working in small teams, students will address authentic issues such as reducing school energy consumption, redesigning learning spaces, managing waste, or promoting peer mental health. Projects will integrate knowledge from science, mathematics, language, technology, art, and social studies, while teachers will act as facilitators, guides, and designers of learning experiences. Data will be collected through performance assessments, portfolios, observations of group interactions, self-assessments, and interviews. The approach is expected to transform learning from the memorization of information into knowledge production, informed decision-making, solution development, and responsible participation in authentic social and environmental challenges.