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Explores project-based learning's impact on life education in early childhood, suggesting further adaptation is needed.
Despite the growing body of research on Project-Based Learning (PBL), most studies have been conducted in primary and secondary education contexts. In contrast, relatively limited attention has been paid to its integration with life education in early childhood settings. This gap highlights the need for further empirical and theoretical inquiry into how PBL can be effectively adapted to support young children’s moral, emotional, and experiential development.
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Shih et al. (2026) studied this question.
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