Project Based Learning To Develop Global Citizenship And Sustainable Thinking Among Students

Abstract

This study examines the role of Project Based Learning in developing global citizenship and sustainable thinking among secondary school students. Global challenges require educational approaches that connect knowledge with real-world contexts and promote responsible action. A qualitative descriptive design was employed involving 30 students engaged in project-based activities addressing environmental and social issues. Data were collected through classroom observations, semi-structured interviews, and analysis of student project documents. Thematic analysis was used to identify patterns related to students’ understanding of global citizenship, sustainability awareness, and collaborative problem-solving. The results indicate that students develop awareness of global interdependence, demonstrate empathy toward social and environmental issues, and propose solutions that consider long-term impacts. Students also show improvement in collaboration and problem-solving skills through active participation in group projects. Project Based Learning creates meaningful learning experiences that integrate cognitive, social, and ethical dimensions. The study highlights the potential of this approach to support the formation of responsible global citizens with sustainability-oriented perspectives.