ABSTRACT

Purpose: The present systematic review aimed to analyze and synthesize the existing scientific evidence regarding the effectiveness of project-based learning strategy in enhancing environmental awareness among students of the Centennial generation. Methodology: The PRISMA 2020 method was employed to conduct this systematic review. The databases utilized included ScienceDirect, Scopus, Web of Science, and university repositories, using the search strategy ("project-based learning" OR PBL) AND ("environmental awareness") AND ("alpha generation" OR "primary education" OR "primary level" OR "schoolchildren") in both Spanish and English.

Findings: A total of 10 articles met the inclusion and exclusion criteria, containing a cumulative sample size of 455 participants. Experimental, correlational, and mixed designs were identified. Standardized instruments for creativity assessment were not found. Correlational findings revealed a significant moderate to strong positive correlation ranging from 0.517 to 0.960. Implications to Research and Practice: The studies indicate that PBL is a suitable methodology for enhancing environmental awareness, fostering motivation, teamwork, and problem-solving orientation. Contrary to expert suggestions, the reported number of stages is reduced without compromising effectiveness.