Project-Based Teaching and Learning in Higher Education: Insights from Educators' Experiences

Abstract

This study examines lecturers' attitudes and experiences regarding project-based learning (PBL) in mathematics education programs. Utilizing qualitative analysis of data from 9 lecturers teaching at four universities in Vietnam, the study unveils a nuanced landscape marked by both opportunities and challenges. The analysis showcases a spectrum of attitudes towards PBL, ranging from enthusiasm and optimism to skepticism and reservation. While many lecturers recognize PBL's potential benefits in fostering active learning and student engagement, others voice concerns about its practicality and feasibility within their teaching context. Positive experiences of lecturers in PBL highlight its efficacy in nurturing critical thinking, problem-solving skills, and collaborative learning among students. However, negative experiences shed light on logistical challenges linked to PBL implementation, such as time constraints, resource limitations, and the need for additional training and support. A comparison of positive and negative experiences underscores that while PBL presents numerous benefits, its effective implementation demands careful attention to logistical challenges and the provision of ample support and resources. These findings enrich the ongoing discussion on PBL in mathematics education programs and offer insights for stakeholders aiming to elevate teaching and learning quality in this field.