Blended Project-Based Learning Emerges as New Standard in Science Education After Pandemic

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FORMOSA NEWS - Manila - A recent study by Jay Mark S. Angeles, Randy Gual, and Joshua T. Soriano of the Technological University of the Philippines – Manila, published in 2026 in the Formosa Journal of Multidisciplinary Research, maps how Project-Based Learning (PBL) evolved in science education during and after the COVID-19 pandemic. The research matters because it reveals how schools worldwide are redesigning science teaching to combine digital tools, laboratory work, and real-world problem solving—changes that may shape future curricula and workforce skills. 

Why the Research Matters Now

Science education has faced intense pressure to modernize. Pandemic disruptions forced schools to experiment with remote learning, hybrid classrooms, and new assessment methods. As countries recover and education systems stabilize, policymakers and educators need evidence about which teaching approaches truly work.

Project-Based Learning has long been associated with active learning and critical thinking. Instead of memorizing facts, students design experiments, collaborate on projects, and solve authentic problems. The Philippines-based research team examined global scholarly output to understand whether this approach is expanding, how it is implemented, and which science fields use it most.

How the Study Was Conducted

The researchers used a bibliometric approach, meaning they analyzed patterns in published research rather than running classroom experiments. They collected journal articles from Scopus, Web of Science, and Google Scholar covering the years 2020–2024, focusing on studies that described how PBL is applied in science teaching.

Each publication was coded by:

• learning mode (face-to-face, online, or blended)
• teaching orientation (instructional design, strategic use, or pedagogical theory)
• science discipline (physics, chemistry, biology, earth science, or integrated STEM)

This method allowed the team to detect global patterns in how PBL research evolved during pandemic and post-pandemic years.

Key Findings

The analysis reveals a clear shift in science education research:

1. Blended learning dominates modern PBL research

• 83.3% of analyzed studies focused on blended project-based learning.
• None relied exclusively on online or traditional classroom formats.
• This indicates that hybrid teaching—combining digital platforms with in-person instruction—has become the new standard in science classrooms. 

2. Physics and biology lead PBL adoption

• Physics: 41.7% of studies
• Biology: 33.3%
• Chemistry: 16.7%
• Earth science: 8.3%
• Fields tied closely to laboratory experiments and real-world applications appear most compatible with project-based approaches.

3. PBL functions at multiple levels of education systems

The study categorizes research perspectives into three roles:

• pedagogical (40%) – focusing on student-centered learning
• instructional (35%) – focusing on classroom design and management
• strategic (25%) – focusing on curriculum and policy development

This distribution shows that PBL is no longer just a classroom method; it is increasingly viewed as a framework for systemic educational reform.

4. Constructivism and experiential learning shape PBL theory

Constructivism accounts for 45% of theoretical foundations, followed by experiential learning at 30%. Both emphasize learning through doing, reflection, and collaboration—principles strongly aligned with science experimentation.

Global Patterns and Emerging Gaps

Keyword analysis shows consistent themes around collaboration, student engagement, and problem solving. According to the visual keyword chart on page 6 of the article, terms such as “project-based learning,” “students,” and “science education” appear most frequently, confirming the learner-centered nature of the approach. 

Geographically, the United States and China produce the largest number of PBL studies, reflecting strong institutional support for innovative teaching. Contributions from countries including the Philippines demonstrate the growing international relevance of project-based science education.

However, the research also highlights gaps. Earth science and interdisciplinary STEM projects remain underrepresented, suggesting opportunities for future investigation. Long-term studies on how PBL affects student outcomes are also limited.

Real-World Implications

The findings carry implications beyond academic publishing:

• Education systems may adopt blended PBL models as long-term teaching strategies.
• Curriculum designers can integrate project-based assessments to foster critical thinking and teamwork.
• Policymakers can use PBL frameworks to align science education with digital transformation and innovation agendas.
• Employers may benefit from graduates trained in collaboration, experimentation, and real-world problem solving.

Angeles of the Technological University of the Philippines – Manila notes that PBL reflects “active knowledge construction and student-centered inquiry,” underscoring its role in developing analytical and practical skills needed in modern economies. 

Author Profiles

Jay Mark S. Angeles, MAEd – Researcher in science education and bibliometric analysis at the Technological University of the Philippines – Manila, specializing in innovative teaching strategies.

Randy Gual, MSc – Academic researcher at the Technological University of the Philippines – Manila focusing on instructional design and educational innovation.

Joshua T. Soriano, PhD – Senior academic and adviser at the Technological University of the Philippines – Manila with expertise in pedagogy, curriculum development, and science education research.

Source

Angeles, J. M. S., Gual, R., & Soriano, J. T. (2026). Project-Based Learning in Science Education: A Bibliometric Mapping of Trends and Modalities – From Pandemic to the New Normal. Formosa Journal of Multidisciplinary Research, Vol. 5 No. 2.

DOI: https://doi.org/10.55927/fjmr.v5i2.664