Abstract:

In the 21st century, social, communicative, and digital abilities have become the core skills for any professionals no matter their area of expertise. The critical analysis and collaborative work is at present pivotal for companies rather than vast knowledge in an area, being able to effectively communicate and solve problems. The aforementioned has brought enormous implications on the curriculum and also on teaching practices to provide students with the indispensable tools to be competitive for this rapid and changing world.

In this sense, several scholars throughout the years have argued that Project-Based Learning (PBL) is one of the most appropriate means to develop the communicative, cognitive, and digital abilities students need to achieve academic and labor success. PBL provides students the opportunity to explore an area of interests, to construct their own knowledge, and to analyze and solve a problem considering diverse perspectives and alternative . PBL also supports teachers to assess students within a more holistic and authentic method taking into account “way of thinking, ways of working, and tools for working” (AT21CS, 2012, p.8).

The main purpose of this study is to introduce Project-Based Learning as an educational teaching methodology that integrates diverse learning theories that foster the development of 21st century skills based on collaboration, inquiry, and the use of technology. Our proposal is based on the IDOCR (Inquiry, Discovery, Produce, Communication and Review) model, and the research methodology incorporates an extensive review and analysis of various empirical and non-empirical related studies conducted throughout the years in diverse contexts.

Keywords:

21st century skills, Project-Based Learning, Multimodal Presentations, Collaborative Work.