While traditional Project-based Learning (PjBL) enhances engagement, creativity, and conceptual understanding, emerging socioformative approaches are pedagogies that highlight the need for interdisciplinary, ethically grounded projects addressing real-world challenges. This study employed a systematic review to investigate the contributions, prevalence, and challenges of PjBL in Science Technology, Engineering, Arts, and Mathematics (STEAM) education while enhancing socio-critical competencies. Thus, 211 articles were downloaded from Google Scholar, Academia, Search 4 Life, Scopus, and Web of Science databases. Through the rigorous filtering processes, 32 articles fell into the study’s scope and were considered and used for analysis. The results from the reviewed studies showed that project-based learning contributes to enhancing students’ engagement, skills development, and conceptual understanding in STEAM subjects. Most of the reviewed studies employed traditional PjBL, while a few studies’ methodologies considered trending projects involving transferable skills and socioformation development. An even distribution of PjBL prevalence was found across STEAM subjects, with the highest prevalence in mathematics and science. Also, the reviewed studies marked the highest prevalence of PjBL in higher education and high school education. Studies on PjBL are dispersed across different countries, with the highest prevalence in Indonesia and Spain. Nevertheless, lack of support, challenges such as limited resources, rigid curriculum, teachers’ inability to select relevant content, and inadequate teacher training on monitoring students’ projects and providing adequate assessment were also identified. The review provided recommendations, including future directions for research, particularly in relation to education for sustainable social development and AI-supported learning environments.
Ukobizaba et al. (2026) studied this question.