2023/11/03 by Degebas, Assefa
#21st Century skills #Authenticity #College Education #Project Based Learning #Real World Learning
paper · doi:10.20372/star.v10i4.05
This study was intended to investigate the practices, opportunities, and challenges of project-based learning in developing 21st century skills in teacher’s education colleges using a mixed-methods approach with an explanatory design. 63 sample instructors who have a minimum of 2-year experience were selected from two colleges by simple random sampling techniques. After the data was collected through a questionnaire and interview, the analysis was made both quantitatively and qualitatively. The finding of the result shows that project-based learning communicates better content knowledge and is more effective in fulfilling learning objectives by guaranteeing 21st-century skills. The current status of practicing project-based learning in sample colleges was moderate because of different challenges like the availability of materials for the project designer, a lack of training for teachers to come up with project ideas, the absence of teachers’ commitment, and students’ participation. It was concluded that intellectual challenge and authenticity, as well as empowerment, are essential elements of project-based learning that encourage students to deal with challenging questions and be creative and innovative. Thus, college leaders have to be cooperative in facilitating training for the teachers and also furnishing the material needed to facilitate project-based learning to develop 21st-century skills. Besides, instructors have to be committed and encourage their students to practice project-based learning based on their environmental situations with respect to the content materials.