PROJECT-BASED LEARNING AND ITS APPLICATION IN DEVELOPING STUDENTS' PUBLIC SPEAKING SKILLS
Abstract
This article examines the project-based learning, a widely used approach in higher education. Drawing on a review of relevant academic literature, the study explores the method's origins, definitions, and typologies, as well as its effectiveness in higher education for developing students' research and public speaking skills. Real-world examples of the project method’s implementation across several countries (Palestine, China, Indonesia, Morocco, Malaysia, and Uzbekistan) are systematized and analyzed using a unified framework: project rationale and objectives; organizational stages (preparatory, core, and concluding); final outcomes and a synthesis of the analyzed experience. The article highlights how the project method fosters key 21st-century competencies – creativity, collaboration, communication, critical thinking, and problem-solving. The method’s effectiveness relies on clearly organized work stages, the provision of feedback and opportunities for reflection, and the active participation of all students. The method can be adapted to individual or group formats and implemented in either face-to-face or online modes. The final project output may take the form of a public presentation or a video recording. The use of digital technologies and online resources stimulates students' cognitive engagement, helps alleviate the fear of public speaking, and promotes active participation in teamwork. This analysis offers a theoretical foundation for future research on teaching methodologies in higher education.
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