This research paper aims to examine how project-based learning provides students with social and emotional development in general, and how it helps form one’s fundamental emotional competencies in particular. The paper starts with an overview of the project-based learning practice and highlights its positive impacts on the cognitive skills of project participants. Because students’ emotional abilities – along with their cognitive aptitudes – are often instilled as a direct result of project implementation, the paper contends that the key takeaway of project-based learning is the acquired emotional literacy of students. This quantitative research paper uses a descriptive research design, centered on a survey developed in line with the related literature. The research data was collected through a self-administered questionnaire, delivered in paper-and-pen format in June 2023. In total, 240 full-time university students participated in the survey. The structured questionnaire was presented in both English and the Khmer (Cambodian) language. The section of the paper which presents an analysis of collected data supports its central thesis: As a key academic instrument, project-based learning fosters the development of one’s emotional competencies, which include self-awareness, empathy, as well as social skills in communication and teamwork. As this type of learning helps students to recognize and develop feelings about themselves, their peers, as well as the community they serve, or the society they are part of, project-based learning is validated as a highly effective teaching method, which continues to uphold its relevance despite a rapidly changing educational landscape.

Authors:
Martin Sviatko, CamEd Business School, Cambodia

About the Presenter(s)
Dr Martin Sviatko is a University Associate Professor/Senior Lecturer at CamEd Business School in Cambodia

Connect on Linkedin
https://www.linkedin.com/in/martin-sviatko-phd-49b41263

See this presentation on the full schedule – Thursday Schedule

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