Project-based learning in education: integrating business needs and student learning

Abstract

Purpose – The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach – The authors used the case study method to provide qualitative details about CSA ' s use of PBL that is being practiced in a natural education setting. Findings – The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school ' s PBL use. The authors also evaluated CSA ' s use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable. Research limitations/implications – This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts. Practical implications – This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development. Originality/value – Major strengths of CSA ' s use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA ' s PBL that distinguishes it from problem-based learning.