EXPLORING THE ROLE OF DIGITAL PLATFORMS IN SUPPORTING PROJECT-BASED LEARNING IN HIGHER EDUCATION

Abstract

This study explored the role of digital platforms in supporting project-based learning (PjBL) in higher education. A qualitative descriptive design was employed involving lecturers and undergraduate students with experience in digitally supported project-based learning. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis and data triangulation. The findings revealed five major roles of digital platforms: facilitating access to project resources and instructions, strengthening communication and collaboration, supporting project management and monitoring, promoting student engagement and autonomy, and enabling formative feedback and revision. Classroom observations showed that students used digital platforms for task distribution, information searching, collaborative production, project consultation, and submission. However, several challenges emerged, including unequal participation, differences in digital competence, unstable internet connectivity, and difficulties in handling large files. The study concludes that digital platforms are most effective when integrated with clear project structures, lecturer scaffolding, collaborative tasks, and continuous assessment rather than being used merely as repositories for learning materials. The findings highlight the importance of pedagogy-centered technology integration in maximizing the potential of PjBL in higher education.