Document Type : Original Article
Author
Department of Social Sciences, Farhangian University of Mashhad
Abstract
Introduction: Project-Based Learning (PBL) is regarded as an alternative to traditional teacher-centered instruction and has been widely implemented in higher education across various disciplines. However, its application in social science education, particularly at the tertiary level, has been limited, and relatively few studies have examined its effectiveness in this context. Therefore, the present study evaluated the implementation of Project-Based Learning in teaching the Fundamentals of Demography course within the Social Science Education program.
Methods and Data: This study adopted a qualitative research design using thematic analysis. During the open coding phase, nine categories were identified: enhancing learning motivation, improving content learning, facilitating the application of theoretical knowledge, developing teaching skills, fostering research skills, enhancing social skills, experiencing an engaging and innovative teaching approach, increasing interest in the classroom, and promoting students' active participation and engagement. During axial coding, these categories were organized into two overarching themes: enhanced learning and classroom engagement.
Findings: The findings indicated that Project-Based Learning enhanced student teachers' learning by increasing their motivation, facilitating the application of theoretical concepts, improving their understanding of course content, and promoting the development of teaching, research, and social skills. Furthermore, the implementation of PBL increased students' classroom participation and engagement, strengthened their interest in the course, provided them with the experience of an innovative instructional approach, and ultimately contributed to a more engaging learning environment.
Discussion and Conclusion: Based on the findings, the adoption of Project-Based Learning is recommended for instructors teaching this course, particularly faculty members at teacher education universities. In addition, to enhance instructors' knowledge, pedagogical skills, and motivation for implementing student-centered teaching approaches—especially in the social sciences and humanities—it is recommended that professional development programs and faculty training workshops be offered.
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