Integrating concept-based instruction and project-based learning to enhance grammar competence, critical thinking, and collaboration among Cambodian student teachers authors

Background and Purpose: Education plays a vital role in preparing a generation of learners who are critical, creative, and adaptable to an ever-changing world. This study aimed to examine the extent to which the integration of Concept-Based Instruction (CBI) and Project-Based Learning (PBL) improved the critical thinking, collaboration skills, and grammar competence of BTEC student teachers. Methodology and Results: A one-group pretest–posttest pre-experimental design was employed with 21 student teachers. A paired-samples t-test revealed that posttest scores were statistically significantly higher than pretest scores, with a mean gain of 9.29 points. Five expert evaluators assessed students’ project performance across five selected facets of understanding: Explanation, Interpretation, Application, Perspective, and Self-Knowledge. Group-level results showed overall means of 3.04 for Group 1, 3.36 for Group 2, and 3.09 for Group 3. Group 2 showed particularly high scores in Perspective (M = 3.80) and Explanation (M = 3.70). In addition, a Self/Group Evaluation Worksheet was administered to examine students’ perceptions of their collaborative learning experiences. The findings indicated that PBL activities supported students in working collaboratively, planning tasks, monitoring their work, and reflecting on their learning, thereby developing skills essential for teamwork and project management. Contribution: The findings provide empirical evidence that integrating Concept-Based Instruction and Project-Based Learning can provide an effective instructional framework for developing student teachers’ critical thinking and collaboration skills. The study suggests that policymakers and curriculum developers consider incorporating similar integrated approaches into teacher education curricula. Further research should examine the long-term effects of this instructional approach and its applicability across different educational contexts and learning trajectories. Keywords: Concept-based instruction, critical thinking, collaboration, grammar, project-based learning. Cite as: Hieng, S., Hum, C., Soeung, S., Chhen, S., & Sam, R. (2026). Integrating concept-based instruction and project-based learning to enhance grammar competence, critical thinking, and collaboration among Cambodian student teachers authors. Journal of Nusantara Studies, 12(1), 60-81. http://dx.doi.org/10.24200/jonus.vol12iss1pp60-81