This article examines the evolution of Project-Based Learning (PBL) from its historical foundations in experiential and constructivist education to its contemporary applications in technology-enhanced learning environments. The study analyzes key theoretical perspectives including constructivism, social learning theory, cognitive development theory, and motivation theory. It further explores the integration of artificial intelligence, digital tools, and interdisciplinary learning approaches in modern PBL implementation. Findings indicate that PBL remains an effective pedagogical model for developing critical thinking, collaboration, creativity, and problem-solving skills, while challenges persist in teacher preparation, assessment practices, and equitable access to learning resources. The article contributes a comprehensive historical and theoretical synthesis of PBL and highlights future directions for research and practice
Smithinun Thairoongrojana (Thu,) studied this question.