PROJECT-BASED LEARNING AND DIGITAL TECHNOLOGIES IN TEACHER TRAINING

Abstract

The study aimed to analyze how project-based learning, combined with the use of digital technologies, contributed to teacher education and to the improvement of educational practices. The research question focused on how the integration between these two approaches could support professional teacher development. The main objective was to understand the relationship between project-based learning and the use of digital technologies in teacher training. The study was characterized as bibliographic research with a qualitative approach, based on the analysis of works published between 2017 and 2025 concerning active methodologies and educational technologies. The data were organized and interpreted through reading and thematic categorization, which allowed the identification of convergences among the authors. The results indicated that project-based learning, when integrated with digital technologies, fostered more collaborative, reflective, and contextualized pedagogical practices, enhancing both teacher and student protagonism. It was also found that digital resources expanded opportunities for interaction and pedagogical innovation, although challenges related to infrastructure and continuing education still persist. It was concluded that the integration between these elements represented a promising path for strengthening teacher education, encouraging the development of pedagogical competencies consistent with contemporary educational demands.