Abstract

The COVID-19 pandemic has had a major influence on educational institutions all across the globe, including programs that prepare teachers. Teachers in teacher preparatory programs have looked at alternative instructional methodologies including project-based learning (PBL) in response to the difficulties presented by remote learning and the lack of in-person contacts. This research seeks to evaluate the efficacy of PBL in teacher training throughout the COVID-19 pandemic using a systematic review approach. To gather data for the study, several electronic databases were searched, including Google Scholar, Scopus, Education “Research Information Center (ERIC), ProQuest, Science Direct, and Taylor & Francis Online. The researchers exclusively opted for articles listed in Scopus index, thoroughly scrutinizing them through the “Scopus resource system”. Employing Boolean search filtering and specific search strings such as “(pre-service teacher) and (project-based learning), (prospective teacher) and (project-based learning), and (teacher education) and (project-based learning)”, among others. The search eventually yielded 15 papers which were used for this review. While the participants showed a high degree of PBL utilization in their teaching methods during the pandemic, they also highlighted the value of supporting the project-based learning (PBL) environment. The results imply that PBL may have successfully train instructors for online and integrated learning settings during the COVID-19 pandemic. The findings emphasize the significance of including PBL into teacher preparation curriculum and giving teacher candidates continuous assistance and training to maximize the advantages of this teaching strategy. Further study is necessary to examine the long-term impacts of PBL on instructors’ effectiveness and student academic results after the pandemic.

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