Enhancing Critical Thinking through Project-Based Learning: A Systematic Literature Review across Educational Contexts

Abstract

This systematic review explores how Project-Based Learning (PjBL) develops critical thinking skills in science learning, particularly in early childhood education, and identifies factors influencing its effectiveness. Following a systematic search in Web of Science, Scopus, and ERIC, 28 peer-reviewed publications from the last five years were selected. The analysis revealed four main themes: active learning and inquiry processes; integration of STEM and contextual learning; collaboration and social interaction; and the use of technology and digital tools. Four influencing factors were also identified: instructional design, teacher roles and pedagogical support, learning environment and context, and early childhood characteristics. The findings consistently demonstrate that PjBL significantly enhances critical thinking, creativity, and 21st-century skills across educational levels. However, research on PjBL in early childhood science learning remains limited, revealing a significant gap. The review concludes that while PjBL is highly effective, successful implementation depends on teacher competence, institutional support, and appropriate instructional design, especially for young learners.