Mapping the path to effective Project-Based Learning: a systematic review and analysis of models and practices

Project-Based Learning (PBL) has become a widely adopted pedagogical approach based on student-centered inquiry and authentic problem-solving. While its procedural aspects have been extensively documented, less attention has been given to the cognitive and socio-emotional dimensions that also shape its effectiveness. This study systematically maps these three dimensions in contemporary literature and proposes an expanded framework to promote more integrated, rigorous, and meaningful learning experiences. Following PRISMA guidelines, we conduct a systematic review searching in two data bases (Web of Science and Scopus) that reported 25 studies selected that fulfilled the inclusion/exclusion criteria, and quantitative content analysis of selected studies across diverse educational contexts. The coding scheme integrates the foundational elements of the Gold Standard PBL model with additional components which broaden the procedural scope and define both cognitive and socio-emotional learning constructs more explicitly. The review identifies a clear imbalance across PBL dimensions: while socio‑emotional aspects are consistently well represented, procedural elements show substantial regional variation, and cognitive components remain the most underdeveloped. This mapping sharpens the understanding of current research trends and highlights key gaps that require deeper empirical investigation and pedagogical innovation. Overall, the findings reinforce the need for a more integrated PBL design approach, one that deliberately combines cognitive rigor with socio‑emotional engagement to enhance its educational effectiveness. Managerial implications present the Comprehensive PBL Design Model (CPBL‑Model) as a guiding framework for future work. While its full implementation exceeds the scope of this study, it provides a foundation for advancing more integrated PBL practices. Further research should examine and refine its dimensions, particularly in relation to diverse educational contexts.