Reimagining Science Education through Project-Based Learning: A Systematic Review of Creative Thinking Outcomes

Fostering students’ creative thinking is a central goal of contemporary science education, and Project-Based Learning (PBL) has been widely promoted as a promising pedagogical approach to achieve it. The overall magnitude and consistency of PBL’s impact on creative thinking have not been comprehensively quantified. This study bridges that gap by conducting a systematic meta-analysis of 22 empirical studies published between 2014 and 2024, examining the effects of PBL on students’ creative thinking across diverse educational levels. The random-effects model revealed a significant positive effect of PBL compared with traditional instruction, with a pooled standardized mean difference (SMD) of 0.82 and a 95% confidence interval [0.42, 1.22]. The heterogeneity index (I² = 92.1%) indicated considerable variability among study outcomes. Moderator analyses further showed that the effect size differed significantly according to assessment type, educational level, instructional model, subject domain, geographic region, and sample size, with the strongest effects observed among high school students. These findings provide robust empirical support for the integration of PBL into science curricula to foster creative thinking. The results highlight the need for educators and policymakers to adapt PBL implementation to local educational contexts to maximize its effectiveness and sustainability.