{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T11:02:01Z","timestamp":1781002921712,"version":"3.54.1"},"update-to":[{"DOI":"10.12688\/f1000research.170698.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T00:00:00Z","timestamp":1780963200000}},{"DOI":"10.12688\/f1000research.170698.2","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T00:00:00Z","timestamp":1780963200000}}],"reference-count":48,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T00:00:00Z","timestamp":1780963200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"<ns3:p>While traditional Project-based Learning (PjBL) enhances engagement, creativity, and conceptual understanding, emerging socioformative approaches are pedagogies that highlight the need for interdisciplinary, ethically grounded projects addressing real-world challenges. This study employed a systematic review to investigate the contributions, prevalence, and challenges of PjBL in Science Technology, Engineering, Arts, and Mathematics (STEAM) education while enhancing socio-critical competencies. Thus, 211 articles were downloaded from Google Scholar, Academia, Search 4 Life, Scopus, and Web of Science databases. The PRISMA framework was employed to illustrate the criteria used for the inclusion and exclusion of articles in the review process. Through the rigorous filtering processes, 32 articles fell into the study\u2019s scope and were considered and used for analysis. The results from the reviewed studies showed that project-based learning contributes to enhancing students\u2019 engagement, skills development, and conceptual understanding in STEAM subjects. Most of the reviewed studies employed traditional PjBL, while a few studies\u2019 methodologies considered trending projects involving transferable skills and socioformation development. An even distribution of PjBL prevalence was found across STEAM subjects, with the highest prevalence in mathematics and science. Also, the reviewed studies marked the highest prevalence of PjBL in higher education and high school education. Studies on PjBL are dispersed across different countries, with the highest prevalence in Indonesia and Spain. Nevertheless, lack of support, challenges such as limited resources, rigid curriculum, teachers\u2019 inability to select relevant content, and inadequate teacher training on monitoring students\u2019 projects and providing adequate assessment were also identified. The review provided recommendations, including future directions for research, particularly in relation to education for sustainable social development and AI-supported learning environments.<\/ns3:p>","DOI":"10.12688\/f1000research.170698.3","type":"journal-article","created":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T10:44:07Z","timestamp":1781001847000},"page":"1061","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Project-based learning in STEAM subjects for socioformation: A systematic review of contributions, prevalence, and challenges"],"prefix":"10.12688","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1502-2395","authenticated-orcid":false,"given":"Fidele","family":"Ukobizaba","sequence":"first","affiliation":[{"name":"African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) Kayonza P.O Box 55 Rwamagana University of Rwanda College of Education (URCE)"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jean Francois","family":"Maniraho","sequence":"additional","affiliation":[{"name":"African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) Kayonza P.O Box 55 Rwamagana University of Rwanda College of Education (URCE)"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alphonse","family":"Uworwabayeho","sequence":"additional","affiliation":[{"name":"African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) Kayonza P.O Box 55 Rwamagana University of Rwanda College of Education (URCE)"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2560","published-online":{"date-parts":[[2026,6,9]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"39-52","DOI":"10.32934\/jmie.v4i1.170","article-title":"Project-based learning - literacy in improving students\u2019 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Each suggestion has been carefully considered, and the manuscript has been substantially revised as detailed below.  Regarding \u201coriginality and relevance\u201d, the reviewer noted that the manuscript relied excessively on constructivism and traditional PBL, overlooking emerging pedagogical trends such as socioformation in the AI era. In response, we expanded the theoretical framework to integrate socioformation alongside constructivism. The Introduction (pp. 2\u20134) now explains the limitations of a purely constructivist perspective and introduces socioformation as a model oriented toward ethical life projects, territorial problem-solving, and sustainable social development. Additionally, references to Artificial Intelligence (AI) and its educational implications were incorporated throughout the manuscript, including the Results section under \u201cEnhancing students\u2019 skills for socioformation\u201d (p. 9).  Concerning \u201clanguage quality,\u201d the entire manuscript was thoroughly revised to correct grammatical errors and typographical mistakes (e.g., \u201cpedagocy,\u201d \u201cstudeis\u201d). These corrections were implemented consistently across all sections.  With respect to the \u201ctitle:, it was revised to better reflect the critical scope and systematic nature of the study. The updated title &quot;\n<i>Project-based learning in STEAM subjects for socioformation: a systematic review of contributions, prevalence, and challenges&quot;&nbsp;<\/i>explicitly emphasizes both socioformation and the systematic review design.  The \u201cabstract\u201d was restructured strictly according to the IMRaD format. The revised version clearly presents Background, Methods, Results, and Conclusions, and explicitly addresses the research gap concerning AI and sustainable social development (see Abstract section).  In response to the recommendation to move beyond constructivism, the \u201cIntroduction\u201d (pp. 2\u20135) now contrasts constructivist learning theory with socioformation. The fifth paragraph (p. 5) explicitly discusses why traditional PBL models centered on content acquisition are insufficient in the AI era. The reviewer\u2019s suggestion to analyze other relevant project methodologies was addressed by examining socioformative projects and interdisciplinary STEAM approaches in the Introduction (p. 5). The shortcomings of traditional PjBL, particularly its disciplinary focus and emphasis on deliverables, are now critically analyzed.  The \u201cresearch gap and problem statement\u201d was expanded (p. 5) to highlight limitations of traditional PBL and justify the inclusion of socioformative methodologies. Consequently, the research questions were refined (p. 4) to reflect this broader and more critical analytical framework.  Regarding the \u201cmethodology\u201d, the sample size was expanded from 20 to 32 studies through a deeper search strategy using broader keyword combinations related to socioformation, sustainability, and AI (see Methodology section).  The \u201cResults section\u201d was substantially deepened. Rather than merely listing subject areas, it now critically evaluates whether reviewed studies emphasize constructivist learning processes or socioformative territorial transformation. See \u201cEnhancing students\u2019 engagement for socioformation\u201d (p. 8), \u201cEnhancing students\u2019 creativity for socioformation\u201d (p. 9), and \u201cAcademic performance for environment transformation\u201d (p. 10). The analysis also distinguishes between automatable outputs and non-automatizable competencies such as ethical reasoning and socio-critical thinking.  In the \u201cDiscussion\u201d (pp. 15\u201317), a critical analysis of traditional PBL in the AI era was added (seventh to ninth paragraphs, pp. 16\u201317). The manuscript now explains how product-oriented PBL may be vulnerable to AI automation, whereas socioformative pedagogies emphasize ethical community engagement and face-to-face collaborative problem-solving. Furthermore, a clear contrast between constructivist and socioformative pedagogical models was incorporated (seventh paragraph, pp. 15\u201316), highlighting the shift from individual knowledge construction to service-oriented, interdisciplinary, and sustainability-focused education.","URL":"https:\/\/f1000research.com\/articles\/14-1061\/v3#referee-comment-15545","order":2,"name":"referee-comment-15545","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.197159.r473585, Outi Haatainen, University of Helsinki, Helsinki, 04 May 2026, version 2, indexed","URL":"https:\/\/f1000research.com\/articles\/14-1061\/v2#referee-response-473585","order":3,"name":"referee-response-473585","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Fidele Ukobizaba<\/b>; \n<i>Posted: 16 May 2026<\/i>; Dear Reviewer,  Thank you for your input and constructive feedback. The following are responses to the comments provided:  1) The PRISMA framework was explicitly mentioned in the abstract to provide a clearer methodological orientation from the outset of the study (Kindly see the abstract section).  2) Socioformation, which serves as a key conceptual foundation of the research, was more clearly and explicitly explained in the introduction section (Kindly see the introduction section).  3) Several claims in the introduction were strengthened through the inclusion of appropriate supporting citations to improve academic rigor (Kindly see the introduction section).  4) The socio-scientific issues (SSI) and other community- or real-world problem-oriented frameworks were mentioned as a limitation (Kindly see the conclusion section).  5) Figure 2 was provided during the submission as a pie chart illustrating the prevalence of Project-Based Learning (PjBL) across STEAM subjects. Finally, the discussion and interpretation of the results, particularly those related to prevalence, were refined and expanded to improve clarity, coherence, and depth of analysis (Kindly see the discussion).  Sincerely,","URL":"https:\/\/f1000research.com\/articles\/14-1061\/v3#referee-comment-16211","order":4,"name":"referee-comment-16211","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":5,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}