Fostering Human Wellbeing Through Project-Based Learning in Higher Education
DOI:
https://doi.org/10.61518/ijpw-87Keywords:
Human Wellbeing, Project Based Learning, 21st Century Skills, Sustainability, Lifelong LearningAbstract
This paper aims to explore how Project Based Learning (PBL) techno-pedagogy blended learning integration in higher education institutions (HEIs) allows for fostering learners’ well-being and solving local communities’ problems with new transferable skills supported by digital tools. A multisite ethnography mixed research design in three higher education institutions allowed to describe students’ wellbeing through Project Based Learning Pedagogical approach according to the PERMA Model: Positive Emotions, Engagement, Relationships, Meaning, and Achievement. This research was conducted with a sample of 435 students and 8 teachers / educators in Cote d’Ivoire, a West Africa Francophone country. Data collection used classroom observation and semi-structured interviews to describe participants' experience with PBL through content and conversation analysis methods. Findings showed that PBL integration in local pedagogy in HEIs results from a 21st century pedagogical transformation based on real problem solving to support learners’ skills and communities. Yet, many contextual challenges like facility and resource constraints, structural constraints, large class sizes, information overload (ICT gap), time constraints, human capital constraints, lack of technology, and limited learning disturb teaching and learning outcomes of PBL on learners. However, the shift to PBL in the educative system contributes to 21st century skills enhancement and users’ well-being. As such, a recommendation for the digital era is for educational institutions to promote project-based learning in pedagogy to support lifelong learning and human well-being, to foster current and next generations skills, including but not limited to flexibility, resilience, and problem-solving.
References
Adeoye, M. A., Prastikawati, E. F., & Abimbowo, Y. O. (2024). Empowering learning: Pedagogical strategies for advancing 21st Century skills and quality education. Journal of Nonformal Education, 10(2), 10–21. https://doi.org/10.15294/jone.v10i1.1451 Retrieved from : https://www.researchgate.net/publication/379655666_Empowering_Learning_Pedagogical_Strategies_for_Advancing_21st_Century_Skills_and_Quality_Education
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3),1-15. https://doi.org/10.1177/2158244020938
Álvarez, A. (2021). Connecting funds of knowledge to funds of identity through a bilingual multimodal project-based approach. Revista Internacional de Educación para la Justicia Social, 10(1),105-124. https://doi.org/10.15366/riejs2021.10.1.007
Butler, J., Kern, M.L. (2016). The PERMA-profiler: a brief multidimensional measure of flourishing. International Journal of Wellbeing.6(3),1–48. https://doi.org/10.5502/ijw.v6i3.526
Cash, C. E.(2017). The impact of project-based learning on critical thinking in a united states history classroom. [ Unpublished Doctoral Dissertation]. University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4093
Retrieved from https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=5105&context=etd
Chankseliani, M., Qoraboyev, I., & Gimranova, D. (2021). Higher education contributing to local, national, and global development: new empirical and conceptual insights. Higher Education, 81(1), 109-127, https://doi.org/10.1007/s10734-020-00565-8
Esteban-Guitart, M. (Ed.). (2023). Funds of knowledge and identity pedagogies for social justice: international perspectives and praxis from communities, classrooms, and curriculum (1st ed.). Routledge. https://doi.org/10.4324/9781003369851
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135-1157, http://dx.doi.org/10.1080/13562517.2020.1863354
Getuno, D. M., Misango, S., Phiri, M., Aoyo, C., Namodi, M. O., Määttänen, S. & Laitinen, E. (2022). Challenges of using problem-based learning in Africa’s higher education institutes and the way forward. Hamk Unlimited,16.06.22. https://urn.fi/URN:NBN:fi-fe2022061546622
Giesenbauer, B, & Müller-Christ, G. (2020). University 4.0: Promoting the transformation of higher education institutions toward sustainable development. Sustainability,12(8):3371. https://doi.org/10.3390/su12083371
Goh, P. S., Goh, Y. W., Jeevanandam, L., Nyolczas, Z., Kun, A., Watanabe, Y., Noro, I., Wang, R., & Jiang, J. (2022). Be happy to be successful: A mediational model of PERMA variables. Asia Pacific Journal of Human Resources, 60(3), 632–657. https://doi.org/10.1111/1744-7941.12283
Gougou, S. A.-M. (2023). Analyzing digital platforms appropriation to support organization communication through industry 5.0 paradigm. Journal of Communication and Public Relations, 2(2), 1–20. https://doi.org/10.37535/105002220241
Gougou, S. A-M. (2024). Using massive open online courses to support human wellbeing and resilience, 2nd International Positive Schools and Well-being Congress Full Text Book (Vol.1), pp.233-252, Eğiten Kitap,North Cyprus. https://www.poswebcongress.com/2024tamMetinkitabi_I.php
Gougou, S.A-M., & Paschal, J. P. (2024). Nurturing Professional Development in TESOL: A Community of Practice Perspective. International Journal of Qualitative Research, 4(2), 111-123. https://doi.org/10.47540/ijqr.v4i2.1403
Gougou, S. A-M., Paschal, M. J., & Eichman, E. (2023). Community of Inquiry Perspectives in English Language Practice and Social Media. Canadian Journal of Educational and Social Studies, 3(6), 52–62. https://doi.org/10.53103/cjess.v3i6.188
Guo, P., Saab, N., Post, L.S., & Admiraal, W.F. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hill, J., Healey, R. L., West, H., & Déry, C. (2019). Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167–185. https://doi.org/10.1080/03098265.2019.1661366
Hine, C. (2015). Ethnography for the internet: embedded, embodied and everyday, Berg Publishers.
Kovich, M. K., Simpson, V. L., Foli, K. J., Hass, Z., & Phillips, R. G. (2023). Application of the PERMA Model of Well-being in Undergraduate Students. International Journal of Community Well-being, 6(1),1–20. https://doi.org/10.1007/s42413-022-00184-4
Kumar, J.A. (2021). Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course. International Journal of Educational Technology in Higher Education, 18, 65 https://doi.org/10.1186/s41239-021-00302-w
Lehtinen, E. (2021). Conversation analysis. In S. Engler & M. Stausberg (Eds), The Routledge Handbook of Research Methods in the Study of Religion (pp.194-204). Routledge.
Leite, S. (2022). Using the SDGs for global citizenship education: definitions, challenges, and opportunities. Globalisation, Societies and Education, 20(3), 401–413. https://doi.org/10.1080/14767724.2021.1882957
Leontopoulou, S. (2020). Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development. Psychology: The Journal of the Hellenic Psychological Society, 25(1), 72–93. https://doi.org/10.12681/psy_hps.25337
Lim, T. (2023). Problem-based learning: Benefits, challenges, and the way forward. In Innovations and challenges in Cambodian education: Youth’s perspectives. Cambodian Education Forum, 21-36. https://drive.google.com/file/d/1y2-_PEY9eHLAMNn4lXea0aPlEVRUV2bT/view
Liu , H-H ., Wang, Q., Su, Y-S., & Zhou, L. (2020). Effects of project-based learning on teachers’ information teaching sustainability and ability, Sustainability, 11 (20), 5795. Special Issue from the Eurasian Conference on Educational Innovation 2020. https://doi.org/10.3390/su11205795
Lütge, C., & Merse, T. (2023). DigitalcCitizenship in English Language education. In C.M. Amerstorfet & M.von Blackenburg (Eds), Activating and Engaging Learners and Teachers: Perspectives for English Language Education, (pp.241-260). Narr Francke Attempto Verlag GmbH + Co. KG
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Paschal, M. J., & Gougou, S. A.-M. (2022). Promoting 21st Century Skills in English Language Teaching: A Pedagogical Transformation in Ivory Coast. Global Journal of Educational Studies, 8(2), 50–74. https://doi.org/10.5296/gjes.v8i2.20333
Podgórska, M., & Zdonek, I. (2024). Interdisciplinary collaboration in higher education towards sustainable development. Sustainable Development, 32(3), 2085–2103. https://doi.org/10.1002/sd.2765
Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466
Shamaieva, I., Paschal, M. J., & Gougou, S. A.M. (2023). The ECOSOPHY concept in discourses of language education: a cross-cultural perspective. Cognition, Communication, Discourse, 26, 140-151. https://doi.org/10.26565/2218-2926-2023-26-08
Suwaed, H. (2022). Raising Libyan EFL undergraduate students’ awareness about environmental issue s through project-based learning. Global Journal of Foreign Language Teaching, 12(3), 112–123. https://doi.org/10.18844/gjflt.v12i3.6294
Wang, S. (2022). Critical thinking development through project-based learning, Journal of Language Teaching and Research, 13 (5),1007-1013. https://doi.org/10.17507/jltr.1305.13
Wu, Y., & Zhang, X. (2024). Examining conversation analysis in palliative care: A systematic review. Health Communication, 39(13), 3072–3083. https://doi.org/10.1080/10410236.2023.2301202
Yu, H. (2024). Enhancing creative cognition through project-based learning: An in-depth scholarly exploration. Heliyon, 10(6), e27706. https://doi.org/10.1016/j.heliyon.2024.e27706
Zunaidah, A. (2024). Meaningful synergy in E-learning integrating environmental awareness and project-based learning in EFL. Academy of Education Journal, 15(1), 816–825. https://doi.org/10.47200/aoej.v15i1.2314
Žerovnik, A., & Šerbec, N. I. (2021). Project-based learning in higher education. In C.Vaz de Carvalho & M.Baoters Eds), Technology supported active learning: Student-centered approaches (pp.31-57). Springer. https://doi.org/10.1007/978-981-16-2082-9_3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Saman Ange-Michel Gougou, Emily Eichman, Djanhan Eric Koffi
This work is licensed under a Creative Commons Attribution 4.0 International License.
