Academia Journal of Application

Humanities of
& Project-Based Learning in Classrooms
Social Sciences
Volume 1, April 2024
[Peer-Reviewed and Indexed in NepJOL]
p-ISSN 3021-9841; e-ISSN 3021-985X
http://myagdicampus.edu.np/academia/ MMC, Beni

Research Article/ Education

Application of Project-Based Learning in Classrooms: An Innovative
Pedagogy for Sustainable Education
Gopi Raj Adhikari, PhD Scholar
ORCID: https://orcid.org/0009-0005-5878-7170
Faculty of Humanities and Social Sciences, Pokhara University, Nepal

ABSTRACT
In this modern age, the learners want
practicable knowledge to adapt to the fast
pace of technological modernization. This
research has dealt the very concept of
Article History: application of project based learning (PBL)
Submitted 28 March 2024 approach in teaching learning activities. It
Reviewed 07 April 2024 develops their inherent ability enhancing
Revised 13 April 2024
sustainable education exploring their ability,
Accepted 17 April 2024
and strengthening confidence for their all-
Corresponding Author: round development. The qualitative research
Gopi Raj Adhikari has been designed with the questionnaire
gopirajadhikari@gmail.com accessing 50 respondents. The core area of
the research is Janaprakash Secondary School
Article DOI:
of Pokhara-29, Gandaki Province, Nepal. The
https://doi.org/10.3126/ajhss.v1i1.65002
primary data have been collected and
Copyright Information: literature reviews have been supportive for
Copyright 2024 © The author/s of each the research. Similarly, 15 different questions
article. However, the publisher may have been developed for the research. For the
reuse the published articles with prior validity 10 secondary level experienced
permission of the authors. teachers have been asked to respond to the
This journal is licensed under a Creative
questionnaire. Professionally teachers and
Commons Attribution 4.0 International (CC students, and demographically males and
BY 4.0) License. females of 15 to 55 years old respondents
have been selected for responses. The results
show that the PBL approach is applicable to
enhance the sustainable development of the
new era through education. The study
concludes that an application of PBL in
teaching learning activities enhances the
competence of the learners.
KEYWORDS: Sustainable education, student-centered learning, project-based learning,
technology in education

INTRODUCTION
Education is to build the personality. The learners need to be engaged into the
real life activities through learning by doing technique, which focuses on the technique
Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 98
 Application of Project-Based Learning in Classrooms
according to learners’ interest and their abilities. The learners can only get through all-
round development when the students get the opportunity of working by themselves.
Educational project works seek to manage students to understand their problems
themselves. A person who moves with time gets the wish fulfilled. Teaching learning
activities go with time simultaneously. Project-based learning (PBL) takes more time and
application of more time in the practicable learning motivates the learners to get more
experiences eagerly. It is a pivotal course of disciples to way out the path of viable
getting oneself busy in learning by doing. Time is a resource that affects all aspects of
human endeavors (Kayode & Ayodelo, 2015). Thus, time is the most precious thing.
Kayode and Ayodelo (2015) further opine that it affects all stakeholders in educational
sectors, students, teachers, administrations supervisors, etc. As a leader of the classroom,
the teachers must manage the time properly for better achievement. Teachers’ time
management is an important input to students’ academic performance (Kayode &
Ayodelo, 2015). Gerald (2002) asserted that time management can improve efficiency,
effectiveness and eliminate stress. Therefore, teachers need to be very careful for the
proper time management. Time planning enables a teacher to plan ahead (Gerald, 2002).
Overall, time plays a key role for the all-round development of the teacher.
The quality of teaching learning activities depends upon allocation of time and
practices. When the facilitators pass more time with the learners, it promotes for better
results. Likewise, the learners need to be involved in project work. For example,
different project works help the learners to develop their creativity. Project work is the
work, which focuses on completing a task being involved themselves. It normally
involves a lot of resources such as time, people, effort, devotion, and materials. It helps
to develop the creativity of students and make the learners do their task themselves.
It is usually blamed that the teachers do not consume the allocated time properly.
More classroom activities help create proper instruction and interaction between teachers
and students. The monitoring system is not being effective in most of the schools.
Monitoring by the students’ representatives will be fruitful with constructive discussion
among guardians, students and facilitators. Increment in time consumption for
instruction and activities in school improve students’ learning. In most of the schools in
the country, the time consumption in teaching learning activities is less.
PBL provides many creative alternatives for both teachers and students.
Teachers create an attractive atmosphere for teaching, share ideas with other peers to
improve their projects, and allow them to improve their teaching strategies (Garcia,
2022). Both teachers and students become innovative when teachers use the PBL
approach in their classrooms.
Project work is the task to be completed within the timeframe though time can
be extended according to necessity. Students, involving themselves in the project work,
can learn better. The students learn words and grammar in class and do exercises after
class to consolidate (Gav, 2019). Such exercises make their learning permanent. Gav
(2019) further opines that students have gained a lot of knowledge; however, they are
disappointed in the practice process. If they are not involved in project work engaging
themselves in their task, they are unable to develop the self-confidence. Therefore,
information technology and auxiliary teaching aids (Gav, 2019) should be merged in
teaching learning activities.
A selection of the project work, according to the competency development
projected by the curriculum, is very important. Innovation is the basic quality that
college students must possess (Gav, 2019). In this case, guidance is usually provided by
the teacher, either in the form of a list of questions or a peer response from outlining the

Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 99

 Application of Project-Based Learning in Classrooms
aspects on which feedback should be provided (Liu & Hansen, 2002). In PBL, students
pace according to their own ability and develop by themselves day by day gradually.
They become constructive setting their goals with the collaboration of their colleagues
contextually. Some studies in schools that follow PBL approaches have pointed out to
positive effects on students’ engagement, motivation, and beliefs in their own efficacy,
although the specific PBL model and the intensity of its use have varied across these
schools (Condliffe et al., 2017). Thus, PBL helps students to be engaged in learning with
more motivation.
The personality builds up when the practitioners pass through the application of
knowledge, developing the competence in real life. PBL offers a broad range of
alternatives for both teachers and students (Pacheco, 2022). According to Newell (2003),
“PBL changes the role of the teacher from lecturer and director of instruction to that of
resource provider and participant in the learning activities and from expert to advisor or
facilitator” (p. 5). Transferring the knowledge into the real life situation qualifies the
learners to deal with the facts of problems. In recent years, student-centered learning has
undergone significant changes influenced by the introduction of the competency-based
approach to the digital learning environment (Abdigapbarova & Zhiyenbayeva, 2023).
Educational activity is a lifelong process; however, receiving institutional education may
structure with age and time pattern. Education is the transmission of civilizations
(Naziev, 2017). Here, the foundation of institutional education is based on school
education.
In Nepal, teachers, students, and guardians are not satisfied with the present
system of education, but the proper heed is under the shadow of traditional concept and
ongoing pedagogical teaching. The modern teachers need to deal with students carefully,
developing their ability with interests. Abdigapbarova and Zhlyenbayava (2023) state
that the interests and needs determine the methodological, organizational, and
technological changes aimed to promote personalized learning. The teachers have to
understand learners’ interests and ability to apply technology to enhance their
development. Interactive learning can help students access information at any time and
place to improve their learning, increase academic achievements, and influence
motivation (Diacopoulos & Crompton, 2020). It is necessary to have an interactive class
to make permanent transfer onto students involving them different works. They further
explain that the communicative intelligence, culture, and value orientations of the sample
depend on the degree of student-oriented learning, supported by the qualification of
future professionals and interactive changes in education. Thus, teaching learning
activities need to make classes interactive.
Education projects are developed because participants should gain specific
knowledge and skills (National Oceanic and Atmospheric Administration US
Department of Commerce, 2009); therefore, project work is a key to enhance the quality
education, rather than loading the bulky theoretical matters on their growing heads. This
process of creating new knowledge allows students to test and achieve their ideas in the
way they want, which promotes their innovation competence. Thus, it is necessary to
encourage teachers in higher education to adopt PBL (Guo, et al., 2020). Therefore, the
PBL approach promotes the students and teachers to promote their competence.
Engaging students in the project work is not found in the school level teaching
and learning environment. The textbooks are being recited, some bullet points are being
rotted and education has been exam-orientated rather than being competency-based
learning. Technology enhanced learning (TEL) as an approach is interdisciplinary in
nature because it brings together two research fields: technology and education

Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 100

 Application of Project-Based Learning in Classrooms
(Laurillard, 2007). Therefore, it is necessary that should alter the pedagogy of teaching
learning process. In order to engage students in project works, the thickness of contents
needs to be shortened.
It is the responsibility of schools to develop the confidence of learners by
teaching textbooks, but they need to have the plan of awarding project works to students
and engage them in learning by doing. The teachers need to be very eager to apply the
project works in their classes. This study suggests schools to incorporate project works in
school education to enhance the quality of education.

RESEARCH METHODS
The PBL approach enhances education for sustainable development in the
country, creating an awareness to learning by doing. The study deals with a new
approach of teaching learning activities based on learning by doing that creates
permanence in the concept development. PBL develops insights positively to make the
life productive in any field. Therefore, it makes the learners self-dependent.
Thus, the objective of this study is to explore how PBL helps the learners for
their all-round development. Applying close ending questions, the study attempts to find
out the views of teaching facilitators and learners on PBL. As there is a problem in the
traditional teaching learning process such as the lecture method in which students go on
listening and try to recall the lectures, PBL innovative pedagogy is helpful for students to
become innovative.
The study was held through quantitative approach, applying the questionnaires
for 50 teachers and students. The exploratory research design was adopted to investigate
such a problem to provide scientific conclusive results. The study attempted to find out
whether traditional pedagogy in the teaching learning process is not leading the learners
on their proper way and use of project works might be an innovating pedagogy for
sustainable development in education.
The study was conducted on quantitative research method as it attempted to
collect the data from primary sources like field survey, using questionnaires as data
collection technique. The questionnaire form was developed for survey and distributed to
collect the required data. The area of the study was Janaprakash Secondary School in
Pokhara Metropolitan City. The data were accumulated from both teachers and students.
The secondary sources were also applied to support the claim. The uploaded version of
curriculum development was supportive for the study. The effect of project work and
increment in quality education was compared in a correlational way.
Data were analyzed, using descriptive analysis method, which was done
statistically. The students were given the project works of different functions of English
communication and were asked them to perform their activities individually and
collectively according to the project. They were instructed to perform the real
conversation with the teachers having interviews and conducting the quiz contest by
themselves and made the video records.

RESULTS AND DISCUSSION

Results
To collect data for the study, the survey forms used during the study consist
three demographic related variables and 15 Likert scale constructs. The survey construct
is given in the following tables and figures:

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 Application of Project-Based Learning in Classrooms
Table 1
Responses to 15 Questions

Aver
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q

Sum

.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
R1 1 2 2 2 1 2 2 2 2 3 2 2 3 2 3 31 2.07
R2 2 1 2 2 2 2 3 2 2 2 1 2 3 2 3 31 2.07
R3 2 1 2 2 2 2 3 3 2 1 2 1 3 3 2 31 2.07
R4 2 2 1 2 1 1 3 2 2 1 1 2 3 1 3 27 1.80
R5 2 2 2 1 3 2 4 4 2 1 2 1 2 1 5 34 2.27
R6 2 1 1 1 2 2 2 2 1 3 2 1 2 2 3 27 1.80
R7 1 2 2 2 1 1 2 2 1 2 1 2 2 2 3 26 1.73
R8 1 2 2 2 2 2 2 2 1 2 1 2 2 1 2 26 1.73
R9 1 2 2 2 1 1 1 2 1 2 2 1 2 1 2 23 1.53
R 10 2 2 2 2 2 1 2 1 1 2 3 2 3 2 3 30 2.00
R 11 2 1 2 2 1 2 2 2 1 2 1 2 2 1 2 25 1.67
R 12 1 2 2 2 2 2 3 2 2 4 2 1 3 1 2 31 2.07
R 13 1 2 2 2 2 2 3 2 2 4 2 1 3 1 2 31 2.07
R 14 1 2 2 2 2 2 3 2 2 4 2 1 3 1 2 31 2.07
R 15 1 2 2 2 2 1 1 2 1 2 2 2 2 1 1 24 1.60
R 16 2 1 2 2 2 2 2 2 2 3 2 2 3 2 1 30 2.00
R 17 2 1 2 2 4 3 2 1 1 2 1 2 2 1 2 28 1.87
R 18 2 2 3 2 4 2 2 2 3 2 2 3 2 1 3 35 2.33
R 19 2 2 2 2 2 2 2 3 1 1 2 2 2 3 3 31 2.07
R 20 2 2 2 1 3 1 2 1 3 2 2 2 2 1 2 28 1.87
R 21 2 1 2 1 2 1 2 2 2 2 2 2 2 2 2 27 1.80
R 22 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 29 1.93
R 23 2 2 1 2 2 3 2 1 2 1 2 3 1 1 2 27 1.80
R 24 2 2 3 2 3 2 3 2 3 2 2 2 2 2 3 35 2.33
R 25 2 2 2 2 2 2 3 2 2 2 2 2 2 2 3 32 2.13
R 26 2 2 2 1 3 2 2 3 2 1 1 2 1 1 1 26 1.73
R 27 2 2 3 2 3 2 2 2 3 2 2 2 3 2 3 35 2.33
R 28 2 2 1 2 1 1 2 2 2 1 2 1 2 3 3 27 1.80
R 29 2 2 2 1 3 2 3 2 2 1 2 2 2 2 3 31 2.07
R 30 2 2 2 3 2 2 3 2 2 1 2 2 2 2 3 32 2.13
R 31 2 2 3 3 2 1 1 3 2 2 2 3 3 2 3 34 2.27
R 32 1 1 2 2 2 1 1 2 2 1 1 2 2 1 3 24 1.60
R 33 2 2 2 3 2 1 2 2 1 1 2 2 2 2 3 29 1.93
R 34 2 2 3 2 2 2 2 2 2 2 2 1 2 3 3 32 2.13
R 35 2 2 3 2 2 2 2 2 2 2 2 1 2 3 3 32 2.13
R 36 2 2 3 2 2 2 2 2 2 2 2 1 2 3 3 32 2.13
R 37 2 2 2 3 2 2 3 2 2 2 3 3 1 1 2 32 2.13
R 38 2 2 3 1 2 2 3 2 1 3 3 2 3 4 4 37 2.47
R 39 3 2 2 2 3 2 2 3 2 2 2 1 2 2 4 34 2.27
R 40 2 2 2 2 2 1 3 2 2 2 2 2 2 3 4 33 2.20
R 41 2 2 2 3 2 2 2 3 2 2 3 2 3 2 2 34 2.27
R 42 2 2 2 3 2 2 2 3 2 2 3 2 3 2 2 34 2.27
R 43 2 2 3 2 1 1 2 2 2 1 2 2 2 3 3 30 2.00
R 44 2 3 2 2 2 2 2 2 2 1 2 2 2 2 2 30 2.00
R 45 1 2 1 3 2 1 3 1 2 2 2 2 1 2 2 27 1.80
R 46 2 2 2 1 2 2 3 2 1 2 2 1 2 3 2 29 1.93
R 47 1 1 2 2 2 2 2 1 2 1 2 1 2 3 2 26 1.73
R 48 3 2 2 1 2 2 1 2 2 2 1 2 2 2 3 29 1.93
R 49 1 2 1 2 2 2 2 1 2 2 1 2 2 2 2 26 1.73
R 50 2 2 3 1 2 2 3 2 1 2 2 2 1 2 3 30 2
Sum 90 92 104 97 104 88 113 102 91 96 95 90 108 96 129
Ave.

2 2 2.1 2 2.1 2 2.3 2 2 1.9 1.9 1.8 2.2 1.9 2.6

Note: Questionnaire survey, 2024.

In this, study, data are filled in the tables and pie charts. The tables have been
used for listing the questions included in the questionnaire, respondents’ responses
according to Likert scale given above. Likewise, pie charts have been applied to show
the demographic pictures of data collection.

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 Application of Project-Based Learning in Classrooms
Figure 1
Respondents’ Demographic Status

Figure 1 displays the status of respondents. As given in the figure, the number of
grade 10 and 12 students with male and female teachers are shown. Since the study area
has adopted the PBL approach to enhance the quality of education, it is necessary to
collect the views of learners and facilitators. Figure 1 shows the types of different
respondents. As given in in the figure, the number grade 12 students as respondents is the
highest, as more project works were given to them to accomplish, and the number of
grade 10 students is lesser than grade 12 students. For validity of data, teacher experts
were selected. Among them, 9 were male teachers as there were more male teachers in
higher level classes and 1 was the female teacher selected as a respondent.

Figure 2
The Proportion of Number of Teachers and Students

Figure 2 discloses the proportion of number of teachers and students. As given in

the figure above, there were 10 teachers and 40 students as respondents. The percentage
of student-respondents is 80 and the teacher-respondent is 20.

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 Application of Project-Based Learning in Classrooms
Figure 3
Experience of Teachers

Figure 3 displays the experience of teachers. According to the figure, there are 4
teacher-respondents having 0 to 5 years’ experience, 2 teachers having 5 to 10 years’
experience, 3 teachers having 10 to 15 years’ experience and 1 teacher having more than
15 years’ experience.

Figure 4
The Ages of Student-Respondents

Figure 4 shows the ages of the student-respondents where there are 8 students of
15 years old and 10 are 16 years old. There are also 9 students of 17 years old and 13 are
of 18 years old.
As shown in Table 1, the respondents have agreed with applying project works
in teaching learning activities to enhance competence. The data show that the average
value of 50 respondents remained 2, and Likert scale defines for the average value 2 is
for agreement. Among 50 respondents, 12 respondents strongly agreed, 2 respondents
neutrally and 36 responded for the second scale in the given Likert scale. Hence, teachers
and students have provided a positive response for the inquiry of application of project
works in the learning process. Concerning to The second question whether the project
works makes students able to solve their problems by themselves, in which the average
value of response is 2. It shows that using the PBL approach in teaching learning
activities creates the ability to solve the problems.
Furthermore, the third inquiry was to find out the result of the agreement or
disagreement of on creating a conducive learning environment from the collaborative
activity and the average value is 2.1. It is near to the ‘agreed’ response, which means that
issuing the PBL approach in the learning process creates helpfulness and teamwork
among the learners. The project works may develop individually or in a group. Working
in a group provides more ideas to accomplish the project works. Hence, it creates a
favorable environment for the group work. Likewise, the fourth question is concerned to
Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 104
 Application of Project-Based Learning in Classrooms
essentiality of the project works on the issue of mastery on the targeted works and the
average score is 2, meaning that the respondents agreed to the inquiry. The learners and
teachers get the mastery over the time when they get through the project works. A
continuous work creates better competence on the learners and teachers.
The response of the questionnaire shows an agreement for the statement of the
fifth inquiry. The fifth question is concerned with students to make them busy in their
studies, and the average value for the variable is 2.1 that is near to ‘agreed’ definition in
Likert scale. The agreement shows that most of the respondents are agreed to the
statement. The sixth statement relates to promoting a self-study environment and the
response for the statement is ‘agreed’ scoring 2 average value in the Likert scale.
Therefore, it is analyzed that the learners promote their self-study habit when they
practiced the project works during their teaching learning activities. As all-round
development of the learners through PBL is expected, the respondents are with ‘agreed’
scale having 2.3 average value in Likert scale that is near to value 2 in the statement
number 7. Thus, it strengthens personality of the learners with all-round development.
The eighth statement, however, deals with strengthening hard and soft skills of
the learners, and the average value is 2 that shows the respondents’ agreement with the
given statement. Soft skills are used to develop the presentation and hard skills are
acquired through competence. Personality develops when the hard skills expose with
better soft skills, and the respondents agree, which means that the projects works make
the skills applicable in the entire life. Following the statement number 9, the project
works are highly useful to create self-confidence. It develops when the participants pass
through difficulties, but the project works provide that the capacity to bear and defend
the hardship, thus making anybody self-confident. The average value is 2, which
signifies that the respondents agreed the given statement. Analogously, in the statement
number 10, the average value is 1.9 that is adjoining to ‘agreed’ as a response. The
statement reads like this: ‘It is applicable in school level teaching.’ The questionnaire
was distributed to teachers of different subjects, including science, social studies,
mathematics, and languages. According to the statements presented in the questionnaire,
PBL is highly applicable in different subjects in school teaching learning activities.
PBL is to involve the learners in a practicable teaching learning activities. The
respondents are highly agreed in the statement number 11, having an enquiry that PBL
enhances the principle of ‘Learning by doing’ with the average value 1.9, which is near
to the ‘agreed’ response. As value 2 is for the agreed point, this statement has a nearer
value among 15 different statements. As the statement number 12 having the query that
PBL erupts the inherent ability, the respondents agreed with the average value 1.8 as the
value 1 is for ‘extremely agreed,’ this statement has the nearest value among 15 different
statements. Therefore, this statement can be taken as the highest agreement question
among all. The learners may find their inherent ability in which they explore when they
get opportunities, undoubtedly PBL provides the learners to expose their hidden
capacity. The statement 13 relates to the development of social values because of PBL.
The social values such as truth, love, non-violence, goodwill, tolerance, and empathy
develop in the PBL approach. With an average value of 2.2, near to ‘agreed’ in Likert
scale, the respondents have positive responses for the statement ‘It develops the social
values’. Accordingly, it can be accepted that the PBL approach develops social values.
In addition, the response of the statement ‘It supports for professional life’ has
the average value of 1.9 that is near to ‘agreed’ in Likert scale. It means that the
respondents have an agreement to the statement. Nevertheless, the professional life
develops with applying soft skills to expose the hard skills, which can be promoted with

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 Application of Project-Based Learning in Classrooms
a constant follow up and the constant follow up is possible with the project works’ skill.
The last question deals with economic development, but reluctantly the Likert value
scale falls to average 2.6 that is near to ‘neutral’ as it means that the respondents are not
very interested on the statement or they are not sure about the given statement. This is
only one question that is not agreeable to the respondents.
Figure 2 discloses the proportion of number of teachers and students. As shown
in Figure 4, there were 10 teachers and 40 students as the respondents.

Table 2
The Responses of Teachers to the Given Statements in the Questionnaire
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
Sum Ave.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
R1 2 2 1 2 1 1 3 2 2 1 1 2 3 1 3 27 1.8
R2 2 1 1 1 2 2 2 2 1 3 2 1 2 2 3 27 1.8
R3 1 2 2 2 1 1 2 2 1 2 1 2 2 2 3 26 1.73
R4 1 2 2 2 2 2 2 2 1 2 1 2 2 1 2 26 1.73
R5 1 2 2 2 1 1 1 2 1 2 2 1 2 1 2 23 1.53
R6 2 2 2 2 2 1 2 1 1 2 3 2 3 2 3 30 2
R7 2 1 2 2 1 2 2 2 1 2 1 2 2 1 2 25 1.67
R8 1 2 2 2 2 1 1 2 1 2 2 2 2 1 1 24 1.6
R9 2 1 2 2 2 2 2 2 2 3 2 2 3 2 1 30 2
R 10 2 1 2 2 4 3 2 1 1 2 1 2 2 1 2 28 1.87
Ave. 2 2 2 2 2 2 2 2 1.2 2.1 1.6 1.8 2.3 1.4 2.2
Note: Questionnaire survey, 2024.
Table 2 exhibits the responses of teachers to the given statements in the
questionnaire. As given in the statement 14, the teachers agreed to the statements, which
showed that the statement 14 has the average value 1.4, suggesting strongly agreed to the
statement. It is observed for validity and reliability.

Discussion
The study explored that the PBL approach enhances the quality education though
the current teaching learning activities is unable to meet the objectives of quality as the
learners are not being engaged in such projects. The principle of teaching is to create
competence in the learners so that they can be creative and can acquire life skills. To
explore the issue, the study has been conducted among the learners and facilitators, using
the questionnaire in exploratory research design. The quantitative data were collected
and used to explore the issues raised in this study.
The area for the study was selected on the basis of the study’s significance as it
directly concerns with the teaching learning activities. To make the study valid, 10
teaching experts were selected who have been teaching for fifteen to thirty years. Their
responses were examined and analyzed. Later the learners were engaged into the projects
of taking interview, presenting it in the mass through video medium, developing quiz
questions, and organizing the program by themselves, creating a composition on the
current issues and presenting them. These activities were productive to develop
confidence in them and to expose their abilities, which is done according to their
responses for the questionnaire. The results show that PBL can be highly utilized for the
concept development that would be beneficial in their professional lives.
As the past experiences in teaching learning play an important role in the
classroom context, PBL has been accepted as a new and advance approach. The results
have also showed that the project works according to the subject matter and interest of
the learners, applying their complete effort to accomplish their tasks. They act as
seriously as it is their ultimate purpose. Therefore, creating awareness and motivation is
Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 106
 Application of Project-Based Learning in Classrooms
a major task of PBL. Thus, it is a claim of this study that an application of project work
can play a pivotal role in modern day teaching learning activities. Learning is a process
to get oneself exploring something useful in the course of life. It is insightful that
provides the knowledge to build up the foundation of creative life. Previously, the
teachers used to apply grammar translation method in which creativity is almost under
the crust but at this present time, the learners are being involved in the respective project
works who get better opportunities to develop their qualitative lives with creativity.
The study was conducted by collecting data through questionnaire. The
respondents were teachers and learners.
The findings of the study may be helpful for the policy making process. It is very
useful for the curriculum developers to apply PBL in teaching learning activities.
Curriculum Development Centre (CDC) may utilize the findings of this study in
reconsidering the assessment system so that it can include the PBL approach in its
curriculum.

CONCLUSION
The current situation of teaching learning activities does not full-fill the demand
of the modern technological learners. It is significant to lead the twenty-first century
students on the way of learning by doing. They can develop their professional career
based on their capability, using a PBL approach. Leaving the traditional lecturing
method, the new PBL approach needs to be applied. Out of 50 respondents, 40
respondents agreed for PBL including teachers and students.
The changes are possible when the thoughts change first. It is a must for the new
generation to adapt to a technology-based method of teaching learning. The new
generation has to be given skills when they are trained to do from their own activities in
order to develop their quality and experience. The skills lead the learners to acquire
permanent development, which help achieve sustainability in learning. Therefore, the
PBL approach generates sustainable education.

CONFLICT OF INTEREST DECLARATION

I hereby wish to declare that I do not have any conflict of interests to disclose. However,
I declare that the manuscript has not been published before and is not being considered
for publication elsewhere.

AUTHOR CONTRIBUTIONS
I declare that this manuscript is originally produced by me.

ACKNOWLEDGEMENTS
I would like to thank everyone who helped me directly or indirectly in the course of
writing this paper.

ABOUT THE AUTHOR(S)

Mr. Gopi Raj Adhikari has completed his M.A. in English Literature and M.Ed. in ELT
from Prithvi Narayan Campus, Pokhara and now studying PhD in Development Studies
at the Faculty of Humanities and Social Sciences, Pokhara University, Nepal. He has
been working as Assistant Professor at Janaprakash Multiple Campus, Pokhar for five
years.

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 Application of Project-Based Learning in Classrooms
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To cite this article [APA 7th edition style]:

Adhikari, G.R. (2024). Application of project-based learning in classrooms: An innovative
pedagogy for sustainable education. Academia Journal of Humanities & Social Sciences, 1,
98-108. https://doi.org/10.3126/ajhss.v1i1.65002
Academia Journal of Humanities & Social Sciences, 1, 2024, 98-108 108