SynthesisF1000Research2025
Project-based learning in STEAM subjects for socioformation: A systematic review of contributions, prevalence, and challenges.
Synthesis in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While traditional Project-based Learning (PjBL) enhances engagement, creativity, and conceptual understanding, emerging socioformative approaches are pedagogies that highlight the need for interdisciplinary, ethically grounded projects addressing real-world challenges. This study employed a systematic review to investigate the contributions, prevalence, and challenges of PjBL in Science Technology, Engineering, Arts, and Mathematics (STEAM) education while enhancing socio-critical competencies. Thus, 211 articles were downloaded from Google Scholar, Academia, Search 4 Life, Scopus, and Web of Science databases. The PRISMA framework was employed to illustrate the criteria used for the inclusion and exclusion of articles in the review process. Through the rigorous filtering processes, 32 articles fell into the study's scope and were considered and used for analysis. The results from the reviewed studies showed that project-based learning contributes to enhancing students' engagement, skills development, and conceptual understanding in STEAM subjects. Most of the reviewed studies employed traditional PjBL, while a few studies' methodologies considered trending projects involving transferable skills and socioformation development. An even distribution of PjBL prevalence was found across STEAM subjects, with the highest prevalence in mathematics and science. Also, the reviewed studies marked the highest prevalence of PjBL in higher education and high school education. Studies on PjBL are dispersed across different countries, with the highest prevalence in Indonesia and Spain. Nevertheless, lack of support, challenges such as limited resources, rigid curriculum, teachers' inability to select relevant content, and inadequate teacher training on monitoring students' projects and providing adequate assessment were also identified. The review provided recommendations, including future directions for research, particularly in relation to education for sustainable social development and AI-supported learning environments.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.