Evaluation Framework for Sustaining Youth Project-Based Learning Experiences

Background Sustaining experiential education programs requires evaluation approaches that clarify how implementation aligns with program goals and guiding frameworks. Formative evaluation offers a way to examine practitioner facilitation across sites. Purpose This study used a formative evaluation framework to examine how practitioners implemented Project-Based Learning (PBL) within the Scientific Outdoor Experiences (SOE) program and how practices aligned with the program's goals and equity-centered leadership principles. Method Semistructured interviews were conducted with four practitioners across two SOE sites. Analysis was guided by three structures: the SOE Logic Model, the Gold Standard PBL Essential Project Design Elements, and the Principles for Educational Leadership for Intentional Equity. A hybrid deductive–inductive coding approach identified patterns and themes. Findings Five themes emerged: encouraging youth empowerment through leadership and relationships; community as the foundation for curriculum and engagement; critical inquiry and systems thinking; feedback and collaboration; and barriers and challenges. These themes illustrate how the framework captures alignment and variation in practitioner responses across contexts. Implications Findings show how formative evaluation can support practitioner reflection, inform professional development, and strengthen program sustainability in experiential education contexts.