This study aims to describe the conceptual model of digital-based living values activities project learning, students’ perceptions of implementing this model, and the reinforcement of students’ Pancasila character. The research utilised a mixed methods approach on students and teachers at junior high schools in Bandung, Indonesia. The findings reveal that the digital-based living values activities project learning model integrates project-based learning, living values education and digital learning. Students perceived the implementation of this model quite positively, and the reinforcement of students’ Pancasila character was categorised as good. This model can be used to strengthen students’ character.

Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning. PBL provides opportunities for students to pursue their own interests and questions, make decisions about how to find answers, and solve problems. This study, carried out to determine the effects of Project-Based Learning Approach in teaching of “Polygons and Plane Geometry” unit on 9th grade students’ achievements, attitudes and views about the implementation, was designed in a pre-post test experimental model with a single experimental group. 32 9th grade students were chosen as the sample of this study. It was concluded that there was a significant difference between pre-post tests of students’ achievements and attitudes.

The article focuses on the development and implementation of project-based learning as an effective means of developing environmental competence among primary school students. It presents cases of successful projects implemented in schools and identifies their impact on learning outcomes that meet the regulatory requirements of the State Standard of Primary Education of Ukraine. The research problem addresses the formation of environmental competence in primary school students through project-based learning in the lessons of the integrated course “I Explore the World”. The study employed a mixed- -methods approach, incorporating theoretical methods (analysis of scientific literature and regulatory documents) and empirical methods (pedagogical observation, analysis of student work, and testing of educational materials). The results showed an increase in students’ understanding of the relationships between human activity and the state of nature, as well as heightened interest and activity in observing environmentally appropriate behavior in everyday life, which confirms the effectiveness of the project-based activities covered in the lessons.

This study aims to describe the conceptual model, develop a model product, and assess the effectiveness of the Living Green Values Activities project-based learning model in enhancing students’ ecological citizenship. The research utilized a Research and Development design on students and teachers at junior high schools in Bandung, Indonesia. The findings reveal that the living green values activities project-based learning model integrates living green values, living values education principles, project-based learning, and cross-disciplinary approaches. The model’s syntax includes the steps of preparation, project design, action, demonstration, reflection, and publication. The model significantly influences the development of students’ ecological citizenship.

The study addresses the problem of enhancing prospective teachers’ mathematics pedagogical content knowledge. Conducted in 2023/2024 in Manado, Indonesia, it examines the effects of project-based learning and self-efficacy on prospective teachers’ mathematics pedagogical content knowledge. The study uses a quasi-experimental design, the experiment group learnt by project based learning and control group learnt by traditional method. Mathematics pedagogical content knowledge’s data collected using essay performance test and self-efficacy’s data collected by 5 points Likert scale. Results indicate PBL significantly boosts MPCK, especially for participants with high self-efficacy, underscoring self-efficacy’s key role in maximizing PBL’s effectiveness in teacher education.