Harnessing Project-Based and Experiential Learning for Competency-Driven Education

Abstract

This chapter examines Project-Based Learning (PBL) and Experiential Learning (EL) as transformative pedagogical approaches within competency-based education. Grounded in constructivist theory, it explores how these learner-centred strategies foster deep learning, real-world relevance, and student agency-essential competencies for 21st-century success. The chapter outlines the theoretical foundations of PBL and EL, offers practical implementation strategies, and highlights innovative practices suited to diverse educational contexts. Drawing on empirical research and case studies, it identifies best practices while addressing key challenges such as teacher readiness, assessment complexities, and institutional constraints. It also considers the potential of digital tools and emerging technologies-including Artificial Intelligence (AI) and Large Language Models (LLMs)-to support the design, facilitation, and assessment of PBL and EL. The chapter concludes with actionable insights for educators, curriculum designers, and policymakers aiming to embed meaningful, future-oriented learning within education systems. © 2026, IGI Global Scientific Publishing. All rights reserved.

Keywords

Author Keywords

Not provided

Index Keywords

Learning systems Teaching Curricula Engineering education Education computing Project based learning Pedagogical approach Deep learning empirical research experiential learning Educational context Implementation strategies Innovative practices Learner-centred Real-world Theoretical foundations

Author Affiliations

University of Johannesburg, Johannesburg, Gauteng, South Africa

Funding & Acknowledgements

No funding information

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Harnessing Project-Based and Experiential Learning for Competency-Driven Education

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