Project-Based Learning in Computer Science Education: Bridging Theory and Practice

Project-Based Learning (PBL) is increasingly being recognised as an innovative teaching method across the field of computer science (CS). The current study evaluates the effectiveness of PBL as means to bridge theoretical foundations with practical application. Based on a mixed-methods case study involving undergraduate CS students, the study investigates the influence of PBL on fundamental aspects of the competences of the learner, levels of student engagement, peer collaboration, and preparation for professional settings. Quantitative data from assessments and surveys, alongside qualitative data from interviews and observations, collectively provide robust insights into the influence of PBL on academic performance, soft skills, and engagement. The study's findings show the substantial enhancement of students' academic performances through active engagement, the development of practical skills, and the acquisition of key social skills. The conclusion also highlights the need for institutional support to enhance PBL programs through constant faculty professional development, formal collaborations with industry partners, and the systematic embedding of PBL within curricular frameworks. This study contributes to the discussion of curricular reform and restructuring of teaching approaches across the field of CS education. Keywords: Computer Science, Students’ Engagement, Project-Based Learning, Soft Skills.