At-Ta'lim: Jurnal Pendidikan 12 .
, 2026, 1-11 Available at: https://ejournal.
id/index.
php/attalim Project-Based Curriculum Design in the Context of 21st Century Education Indah Pratiwi* Primary Teacher Education.
Universitas Muhammadiyah Sumatera Utara, 20266.
Indonesia e-mail: indahpratiwi@umsu.
*Corresponding Author.
Abstract: 21st-century education demands the development of a curriculum that is not only oriented towards mastering knowledge, but also on strengthening critical thinking, creativity, collaboration, and communication skills.
One relevant approach to address these demands is the project-based curriculum.
This article aims to comprehensively examine the design of a project-based curriculum in the context of 21st-century education by integrating the views of educational experts from within and outside the country as well as the latest research findings.
The method used is library research by analyzing primary reference books, reputable national and international journal articles, and educational policy The results of the study indicate that a project-based curriculum is able to create meaningful, contextual, and learner-centered learning, while strengthening 21st-century The conclusion of this study confirms that the design of a project-based curriculum is relevant and strategic for implementation at various levels of education, with the note that it requires support from teacher readiness, infrastructure, and sustainable policies.
Keywords: project-based curriculum.
21st-century education.
project-based learning.
curriculum design.
How to Cite: Pratiwi.
Project-Based Curriculum Design in the Context of 21st Century Education.
AtTa'lim: Jurnal Pendidikan, 12.
, 1-11.
https://doi.
org/10.
55210/attalim.
Introduction Advances in science, technology, and globalization have brought significant changes to the educational paradigm.
21st-century education no longer emphasizes rote mastery of material, but rather higher-order thinking skills, problem-solving, collaboration, communication, and digital Trilling and Fadel state that 21st-century education must prepare students to live and work in a knowledge- and innovation-based society.
Similarly, the Indonesian National Curriculum also emphasizes the importance of strengthening competencies and character through active and contextual From the perspective of international scholars, curriculum is commonly understood as a systematic design that guides studentsAo learning experiences toward the achievement of educational Tyler .
conceptualized curriculum as all learning experiences planned and directed by the school to attain its educational objectives, emphasizing that curriculum extends beyond a mere list of subjects to include structured and purposeful learning experiences.
Similarly.
Taba .
defined curriculum as a comprehensive learning plan encompassing objectives, content, learning experiences, and evaluation.
These perspectives underscore that curriculum design should be developed rationally and systematically, grounded in the needs of learners and society.
From a progressivist perspective.
Dewey .
argued that education is an integral part of life itself rather than mere preparation for future living.
Accordingly, curriculum should be rooted in learnersAo real-life experiences and enable learning through meaningful and experiential activities.
DeweyAos philosophy provides a foundational rationale for developing curricula that are dynamic, contextual, and oriented toward real-world problem solving.
In line with this view.
Stenhouse .
conceptualized curriculum as a process that is open to critique and continuous improvement.
This is an open access article under the CCAeBY license .
https://doi.
org/10.
55210/attalim.
At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi suggesting that curriculum must be flexible and capable of being effectively translated into classroom The concept of a project-based curriculum is closely associated with KilpatrickAos .
project method, which defines a project as a purposeful and intentional activity carried out within a social Kilpatrick emphasized that projects facilitate learning through studentsAo active engagement in meaningful tasks.
This perspective was further reinforced by Dewey .
, who asserted that learning becomes more effective when learners are directly involved in activities relevant to their lives, thereby positioning projects as a critical means of bridging theory and practice.
In more contemporary developments.
Thomas .
defined Project-Based Learning (PBL) as an instructional model that organizes learning around projects, in which students engage in sustained and in-depth investigations of authentic problems.
This definition positions projects at the core of curriculum design rather than as supplementary instructional techniques.
Furthermore.
Wiggins and McTighe .
, through the framework of Understanding by Design, emphasized that project-based curriculum design should begin with clearly articulated learning goals and indicators of understanding, ensuring that projects serve as vehicles for deep learning rather than merely the production of final More recently.
Boss and Krauss .
emphasized that project-based curriculum integrates academic content with essential 21st-century skills, including critical thinking, collaboration, creativity, and communication.
They argued that well-designed projects promote inquiry, reflection, and real-world problem solving.
This view aligns with Markham.
Larmer, and Ravitz .
, who asserted that high-quality project-based learning requires students to engage with complex and authentic problems reflective of real-life challenges, thereby necessitating curriculum designs that are authentic, challenging, and contextual.
Empirical evidence from recent studies further supports the relevance of project-based curricula in contemporary education.
Selasmawati and Lidyasari .
reported that PBL effectively enhances elementary studentsAo critical thinking skills.
A quasi-experimental study by Marlina et al.
demonstrated that PBL supported by student worksheets (LKPD) significantly improves all four core 21st-century skills compared to conventional instructional approaches.
Similarly.
Rahman et al.
found positive effects of PBL on middle school studentsAo 21st-century skills.
At the senior high school level, studies by Zuhri and Afriani .
, as well as research on project-based curriculum development by Hastuti et al.
, further reinforce the effectiveness of PBL as an authentic and contextual curriculum design strategy aligned with the demands of 21st-century education.
As the result (Akrim, 2.
, the teachers are not creative to use teaching methods.
They are quite satisfied with conventional methods so that the students are less motivated in learning process.
They rely on lecturing method so that the teaching and learning process in the classroom is very The cases above are still often found in the learning process until now.
As the result, the students will feel bored during process of teaching and learning.
They feel the school is like a prison because it cannot bring the spirit of learning (Akrim, 2.
One approach deemed relevant to addressing these challenges is the project-based curriculum.
John Dewey, a prominent figure in progressive education, emphasized that learning becomes meaningful when students are directly involved in real-life experiences.
This view was later developed by Kilpatrick through the concept of the project method , which places projects at the core of learning.
In a modern context, a project-based curriculum is understood as a curriculum design that organizes learning objectives, content, strategies, and evaluation around authentic projects related to students' real lives.
With regard to learning strategies, the teacher has a strategic role in designing a strategy, technique, or approach that is deemed appropriate to achieve learning objectives (Sulasmi, 2.
As a designer in learning, the teacher plays a very important role in determining the success or failure of At-Ta'lim: Journal of Education .
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At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi achieving learning objectives.
In order for learning objectives to be achieved, teachers are required to have skills and be able to organize materials in such a way that learning materials become interesting and challenging.
The learning strategy chosen should be adjusted to the methods, media and other learning resources that are considered relevant in conveying information, and guide students to be optimally involved, so that students can gain learning experiences in order to develop their abilities, such as:
mental, intellectual, emotional, and social and skills or cognitive, affective and psychomotor (A.
Akrim, 2018.
Sulasmi & Akrim, 2.
Various studies have shown that project-based curriculum can improve students' learning motivation, critical thinking skills, and collaborative abilities.
However, its implementation still faces various challenges, such as teacher preparedness, time constraints, and an assessment system that is not fully supportive.
Therefore, this article aims to broadly and in-depthly examine project-based curriculum design in the context of 21st-century education, by examining its theoretical foundations, characteristics, design principles, and relevance based on expert opinion and research findings.
The novelty of this study lies in its comprehensive and integrative examination of project-based curriculum design within the context of 21st-century education, which goes beyond prior studies that predominantly focus on the implementation or effectiveness of project-based learning at the instructional level.
While earlier research has demonstrated the positive impact of project-based learning on studentsAo motivation, critical thinking, and collaboration (Boss & Krauss, 2014.
Larmer.
Mergendoller, & Boss, 2015.
Selasmawati & Lidyasari, 2023.
Marlina et al.
, 2.
, these studies tend to emphasize classroom practices rather than curriculum-level design.
Furthermore, classical theoretical foundations of project-based education, such as experiential learning and learning by doing proposed by Dewey .
and the project method introduced by Kilpatrick .
, provide philosophical grounding but do not sufficiently address the structural demands of contemporary curricula that must integrate 21st-century skills, interdisciplinary learning, and authentic assessment.
Similarly, backward design principles proposed by Wiggins and McTighe .
highlight alignment between learning objectives, assessment, and instruction, yet they do not specifically elaborate on project-based curriculum as a holistic framework responsive to current educational challenges.
More recent studies have acknowledged challenges in implementing project-based curricula, including limited teacher preparedness, time constraints, and misalignment between assessment systems and project-based outcomes (Markham, 2011.
Larmer et al.
, 2015.
Rahman et al.
, 2.
However, these challenges are often discussed in isolation and lack an integrated design perspective that connects theory, curriculum structure, instructional principles, and contextual relevance.
Therefore, this study contributes novelty by synthesizing classical educational theories and contemporary empirical research .
5Ae2.
to formulate a conceptual framework for project-based curriculum design that is authentic, contextual, and aligned with 21st-century educational demands.
Unlike previous studies, this article systematically examines the theoretical foundations, core characteristics, design principles, and practical relevance of project-based curricula, positioning them not merely as instructional strategies but as a comprehensive curriculum design approach.
By doing so, the study offers a conceptual contribution that can guide curriculum developers, policymakers, and educators in designing sustainable and assessment-aligned project-based curricula for 21st-century learning environments.
Method This article uses a qualitative approach with a literature study method.
Data were obtained through the search and analysis of relevant literature sources, including classic and contemporary textbooks on curriculum and learning, reputable national and international journal articles, and At-Ta'lim: Journal of Education .
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Data analysis techniques were carried out through data reduction, concept categorization, theoretical synthesis, and critical-analytical conclusion drawing.
This approach was used to gain a comprehensive understanding of project-based curriculum design from a 21stcentury educational perspective.
The validity of data in this study is ensured through rigorous literature selection and analysis procedures, guided by internationally recognized standards for qualitative and policy-based research.
According to UNESCO .
5, 2.
, literature-based educational research achieves validity when sources are credible, authoritative, and relevant to contemporary educational challenges, particularly those related to 21st-century competencies, curriculum reform, and sustainable learning frameworks.
Therefore, this study prioritizes peer-reviewed journal articles, authoritative textbooks, and official policy documents published by reputable institutions.
In addition, the OECD .
8, 2019, 2.
emphasizes that the validity of educational research relying on secondary data depends on the consistency, comparability, and policy relevance of the selected sources.
In line with this guidance, the literature analyzed in this study was selected based on clear inclusion criteria, including alignment with project-based curriculum design, relevance to 21stcentury skills, and contribution to curriculum theory or practice.
Cross-source triangulation was conducted by comparing findings from theoretical works, empirical research studies, and international policy reports to ensure conceptual coherence and reduce interpretive bias.
Furthermore, this study adheres to the principles outlined in policy documents issued by the Ministry of Education and Culture of Indonesia (Kemendikbud, 2020.
, which stress the importance of evidence-based curriculum development and the use of credible academic and policy references in educational research.
By systematically analyzing national policy frameworks alongside global perspectives from UNESCO and OECD, this study enhances the contextual and construct validity of its findings.
Overall, data validity is strengthened through the use of authoritative sources, systematic selection procedures, and theoretical and policy triangulation, ensuring that the conclusions drawn are credible, relevant, and aligned with both international and national educational standards.
Results and Discussion Concepts and Theoretical Foundations of Project-Based Curriculum Project-based curriculum is rooted in the philosophy of constructivism, which views knowledge as the result of individualsAo active construction through continuous interaction with their environment.
Within this perspective, learning is not merely the transmission of information, but a process of meaning-making that occurs when learners engage with real problems and contexts.
Piaget .
,emphasized that learning is an active process of building and reorganizing cognitive schemas through assimilation and accommodation, while Vygotsky highlighted the crucial role of social interaction, language, and cultural tools in cognitive development, particularly through the zone of proximal development.
Project-based curriculum integrates these two constructivist views by positioning students as active problem solvers who collaboratively explore authentic tasks, negotiate meaning, and apply knowledge across disciplines.
In this framework, projects function not only as instructional activities but as a curricular structure that systematically connects learning objectives, inquiry processes, collaboration, and authentic assessment, thereby fostering deeper understanding and higher-order thinking skills aligned with 21st-century educational demands.
Thomas defines ProjectBased Learning as a learning model that organizes learning around complex projects that require students to conduct in-depth investigations into a problem.
Meanwhile, according to Boss and Krauss, a project-based curriculum emphasizes not only the final product but also the thinking, reflection, and problem-solving processes students experience during the project.
At-Ta'lim: Journal of Education .
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi In addition to cognitive constructivism, the theoretical foundation of project-based curriculum is also based on Vygotsky's theory of social constructivism.
Vygotsky .
emphasized that individual cognitive development is strongly influenced by social interactions and cultural context.
In a projectbased curriculum, collaboration between students, group discussions, and teacher guidance are important means of reaching the zone of proximal development .
Thus, projects are designed as social activities that enable the negotiation of meaning, the exchange of ideas, and meaningful collaborative Philosophically, the project-based curriculum is rooted in the progressivism of John Dewey.
Dewey .
emphasized that learning becomes meaningful when students are directly involved in real-life experiences relevant to their lives.
Dewey's principle of learning by doing became the main foundation for the development of the project-based curriculum, where learning is designed through authentic activities that require students to think critically and solve real-world problems.
From this perspective, the curriculum is not seen as a collection of materials, but rather as a series of systematically organized learning experiences.
This concept was later developed operationally by Kilpatrick through the project method .
Kilpatrick .
defined a project as a purposeful, intentional activity carried out in a social He emphasized that projects enable the integration of learning objectives, processes, and outcomes into a unified experience.
This foundation places projects at the center of curriculum design, so that learning objectives, materials, methods, and evaluations are integrated around projects that are meaningful to students.
In a contemporary study.
Thomas .
asserted that Project-Based Learning is a learning model that organizes the curriculum around complex projects that require students to conduct in-depth investigations into authentic problems.
Based on the results of his research review.
Thomas concluded that project-based learning is effective when the project is at the core of the curriculum, focuses on a central question or problem, involves constructive investigation, and produces a tangible product.
These findings strengthen the position of the project-based curriculum as a curriculum design that aligns with the principles of meaningful learning.
Furthermore, the theoretical foundation of project-based curriculum is also strengthened by the Understanding by Design approach proposed by Wiggins and McTighe .
They emphasize that curriculum design must begin with the formulation of learning objectives and evidence of success, followed by the design of learning activities, including projects.
Within this framework, projects are positioned as a strategic means to achieve deep understanding , not merely a creative activity without a clear pedagogical direction.
Various international journals also confirm the relevance of project-based curricula in modern A study conducted by Blumenfeld et al.
in Educational Psychologist showed that project-based learning can improve students' motivation, conceptual understanding, and problemsolving skills.
Meanwhile.
Hmelo-Silver .
in Educational Psychology Review emphasized that project-based learning supports the development of higher-order thinking skills through students' active involvement in inquiry and reflection.
These findings provide a strong empirical basis for developing project-based curricula as an approach relevant to the demands of 21st-century education.
Despite the strong empirical evidence supporting the effectiveness of project-based learning in enhancing studentsAo motivation, conceptual understanding, and higher-order thinking skills (Blumenfeld et al.
, 1991.
Hmelo-Silver, 2.
, existing studies predominantly concentrate on classroom-level implementation and learning outcomes.
Relatively limited attention has been given to project-based learning as a systematic curriculum design approach, particularly in terms of its theoretical coherence, structural characteristics, and alignment with 21st-century educational demands.
Moreover, prior research often addresses challenges such as teacher readiness, time constraints, and assessment issues in a fragmented manner, without situating them within an integrated curriculum At-Ta'lim: Journal of Education .
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At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi Addressing this gap, the present study aims to conduct a comprehensive and in-depth examination of project-based curriculum design by synthesizing classical learning theories and contemporary empirical research.
This study contributes novelty by positioning project-based curriculum not merely as an instructional strategy, but as an authentic and contextual curriculum framework that aligns learning objectives, inquiry processes, collaboration, and assessment to support the development of 21st-century competencies.
Characteristics of Project-Based Curriculum in 21st Century Education A project-based curriculum has several key characteristics, including: student-centeredness, orientation to real-world problems, integration across subjects, collaboration, and an emphasis on both the learning process and product.
These characteristics align with the 21st-century skills framework formulated by the Partnership for 21st Century Skills (P.
, namely the 4Cs .
ritical thinking, creativity, collaboration, and communicatio.
Project-based curriculum in 21st-century education has a key characteristic that places students at the center of learning ( student-centered learning ).
Thomas .
emphasized that in a projectbased curriculum, students play an active role in planning, implementing, and evaluating the learning process through meaningful projects, so that learning is no longer dominated by the transmission of knowledge from teacher to student.
This characteristic aligns with the demands of 21st-century education, which emphasizes independent learning and student responsibility for their own learning Another important characteristic is the use of real-world problems and contexts as a starting point for learning.
Markham.
Larmer, and Ravitz .
stated that projects in a project-based curriculum should start from authentic problems relevant to real life, so that students are able to connect academic knowledge to concrete situations.
This finding is supported by research by Blumenfeld et al.
in Educational Psychologist, which showed that connecting projects to realworld contexts significantly increases students' learning motivation and cognitive engagement.
Project-based curricula are also characterized by cross-disciplinary integration.
According to Boss and Krauss .
, well-designed projects enable the integration of various subjects into a coherent learning environment.
This integrative characteristic aligns with the 21st-century educational landscape, which demands students' ability to think systemically and holistically.
Research by Krajcik and Blumenfeld .
in The Cambridge Handbook of the Learning Sciences confirms that content integration within projects helps students develop deeper and more meaningful conceptual Collaboration and communication are other essential characteristics of project-based curricula in 21st-century education.
Vygotsky .
emphasized that social interaction plays a crucial role in cognitive development, and this principle is strongly reflected in project-based learning.
A study conducted by Bell .
in The Clearing House showed that project-based learning encourages collaboration, discussion, and effective communication among students, which are key 21st-century Furthermore, project-based curricula emphasize the development of higher- order thinking skills Hmelo-Silver .
in the Educational Psychology Review explains that student involvement in projects encourages inquiry, analysis, evaluation, and reflection, thus supporting the development of critical thinking and problem-solving skills.
These characteristics strengthen the position of projectbased curricula as a relevant approach to addressing the complex demands of modern life.
Another characteristic is the use of authentic assessment as an integral part of the curriculum.
Wiggins .
emphasized that project-based learning requires a form of assessment that comprehensively assesses the process and product, not just written test results.
Authentic assessment allows teachers to assess students' collaboration skills, creativity, and critical thinking abilities more At-Ta'lim: Journal of Education .
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, 2026, 1-11 Indah Pratiwi This aligns with the findings of Darling-Hammond et al.
in Educational Researcher , which showed that authentic assessment is more effective in measuring 21st-century competencies than traditional assessments.
Thus, the characteristics of a project-based curriculum in 21st-century education include student-centered learning, real-world problem-based learning, cross-disciplinary integration, collaboration, higher-order thinking skills orientation, and the use of authentic assessment.
These characteristics demonstrate that a project-based curriculum is not merely a pedagogical approach but a comprehensive curriculum design relevant to the demands of 21st-century global education.
Based on these characteristics, several core design principles can be synthesized, including constructive alignment between learning objectives, project activities, and assessment.
authenticity in learning tasks that reflect real-world contexts.
sustained inquiry that encourages critical reflection and problemsolving.
learner autonomy supported by meaningful scaffolding.
collaborative knowledge construction through social interaction.
and continuous formative assessment that emphasizes both learning processes and outcomes.
Collectively, these principles ensure that project-based curricula are coherent, adaptive, and capable of fostering transferable competencies required in complex and dynamic educational environments.
In the Indonesian context, these characteristics are relevant to the student-centered learning approach emphasized in the Independent Curriculum.
The project to strengthen the Pancasila student profile is a concrete example of the implementation of a project-based curriculum aimed at integrating academic competencies with character values.
Principles of Project-Based Curriculum Design Project-based curriculum design must adhere to several key principles.
First, the principle of relevance, meaning projects must relate to the real-life context of students.
Second, the principle of integration, meaning linking various competencies and subjects within a single project.
Third, the principle of flexibility, which allows for teacher and student creativity.
Fourth, the principle of authentic assessment, meaning evaluation assesses not only the final outcome but also the learning process, collaboration, and reflection.
The main principle in project-based curriculum design is orientation towards clear learning objectives and outcomes.
Wiggins and McTighe .
through the Understanding by Design approach emphasize that curriculum design must begin with determining expected learning outcomes and evidence of success before designing project activities.
This principle ensures that projects are not only interesting, but also have a clear pedagogical direction and are aligned with curriculum Research by Larmer and Mergendoller .
in the Buck Institute for Education shows that projects designed based on explicit learning objectives are more effective in improving students' conceptual understanding.
The next principle is authenticity and contextual relevance.
Thomas .
emphasized that projects in a project-based curriculum must stem from real-world problems that are meaningful to Authentic projects enable students to connect academic knowledge to everyday life, making learning more meaningful.
This finding is supported by research by Blumenfeld et al.
in Educational Psychologist, which showed that real-world problem-based projects increase students' motivation, cognitive engagement, and learning persistence.
The principle of learner-centered learning is also an important foundation in project-based curriculum design.
Dewey .
emphasized that learners must be actively involved in the learning process through direct experience ( learning by doing ).
In the context of curriculum design, this principle is realized by giving learners autonomy to plan, explore, and reflect on the projects they work on.
Bell's .
study in The Clearing House shows that project-based learning designs that allow space for student independence contribute positively to the development of 21st-century skills.
At-Ta'lim: Journal of Education .
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At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi The next principle is collaboration and social interaction.
Vygotsky .
emphasized that effective learning occurs through social interaction within the zone of proximal development .
Therefore, project-based curriculum design should encourage group work, discussion, and collaboration among students.
Research by Krajcik and Blumenfeld .
shows that collaborative projects help students develop communication skills, negotiate meaning, and teamwork, which are key competencies in 21st-century education.
Project-based curriculum design must also be based on the principles of inquiry and higherorder thinking.
Hmelo-Silver .
in the Educational Psychology Review emphasized that projectbased learning encourages students to engage in in-depth inquiry, analysis, evaluation, and reflection.
This principle ensures that projects are not only oriented toward the final product, but also toward the critical thinking and problem-solving processes experienced by students during learning.
The final essential principle is authentic and ongoing assessment .
Wiggins .
stated that project-based curriculum design requires assessments that can comprehensively measure learning processes and outcomes.
Authentic assessments enable teachers to assess collaboration, creativity, and critical thinking skills more accurately than traditional tests.
Findings by Darling-Hammond et al.
in Educational Researcher indicate that authentic assessments are more effective in measuring 21st-century competencies and supporting meaningful learning.
According to Wiggins and McTighe, through the concept of Understanding by Design , curriculum design should begin with determining learning objectives and evidence of success, followed by planning project activities.
This approach strengthens the position of projects as a means to achieve deep understanding.
Relevance and Implementation Challenges Taken together, these findings indicate that the relevance of project-based curricula in 21stcentury education is not solely determined by their pedagogical potential, but by the extent to which they are intentionally designed at the curriculum level.
The implementation challenges identifiedAi such as limited teacher preparedness, time constraints, and misalignment between assessment systems and project-based learning outcomes highlight the necessity of a coherent curriculum framework that integrates learning objectives, project structures, instructional support, and assessment strategies.
Rather than viewing these challenges as operational barriers, they should be interpreted as design imperatives that inform the development of more adaptive, flexible, and assessment-aligned projectbased curricula.
Consequently, effective project-based curriculum design must incorporate structured scaffolding for teachers, realistic timelines, interdisciplinary coordination, and authentic assessment models that capture both learning processes and outcomes.
These implications reposition project-based curriculum not merely as an instructional innovation, but as a strategic approach to curriculum design capable of responding to the complex demands of contemporary education systems.
Empirically, various international studies have shown that project-based curricula contribute positively to improving learning outcomes and 21st-century skills.
At the national level, research also indicates that project-based approaches can enhance student engagement and independence in However, implementation challenges remain complex, including teacher preparedness in designing projects, limited resources, and a learning culture that remains exam-oriented.
Project-based curriculum is considered highly relevant in the context of 21st-century education because it is able to develop the competencies needed by students to face the complexities of modern Trilling and Fadel .
emphasized that 21st-century education must emphasize mastery of critical thinking skills, creativity, collaboration, and communication, all of which are naturally integrated in project-based learning.
In line with this.
Bell .
through his research at The Clearing House showed that project-based curriculum provides meaningful and contextual learning experiences, so that students are better prepared to face the challenges of the world of work and social life.
The At-Ta'lim: Journal of Education .
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At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi relevance of the project-based curriculum is also emphasized by Darling-Hammond et al.
who stated that this approach supports deep learning oriented towards conceptual understanding and the transfer of knowledge to real situations.
Empirically, various international studies have demonstrated the positive impact of implementing a project-based curriculum on learning outcomes and 21st-century skills.
A study by Hmelo-Silver.
Duncan, and Chinn .
in Educational Psychologist demonstrated that project-based and inquiry-based learning can enhance students' higher-order thinking and problem-solving skills when designed with adequate pedagogical support.
Similarly, research by Krajcik and Blumenfeld .
confirmed that a project-based curriculum encourages active student engagement, collaboration, and the integration of knowledge across disciplines, essential characteristics of modern Despite its high relevance, the implementation of project-based curriculum also faces various One of the main challenges is teacher readiness and competence in designing and managing projects.
Thomas .
stated that many project-based learning implementations fail to achieve optimal goals because teachers are not accustomed to designing authentic projects aligned with curriculum objectives.
This finding is reinforced by research by Ertmer and Simons .
in the Interdisciplinary Journal of Problem-Based Learning, which shows that teachers often experience difficulties in managing time, providing scaffolding, and conducting authentic assessments in projectbased learning.
Another challenge relates to assessment systems and educational policies that are still oriented toward standardized tests.
Wiggins .
emphasized that project-based curricula require authentic assessments that comprehensively assess both process and product, yet in practice, educational evaluation systems often do not support this approach.
Darling-Hammond et al.
in Educational Researcher also highlighted that the mismatch between innovative learning approaches and test-based accountability systems is a significant obstacle to the widespread implementation of project-based Furthermore, contextual challenges such as limited resources, learning time, and a teachercentric learning culture also influence implementation success.
Research by Ravitz .
shows that schools with institutional support, teacher collaboration, and strong instructional leadership tend to be more successful in implementing project-based curricula.
Therefore, experts emphasize the importance of policy support, ongoing professional training, and a shift in assessment paradigms for effective and sustainable implementation of project-based curricula.
Therefore, ongoing teacher training, policy support, and a shift in assessment paradigms are needed so that project-based curriculum can be implemented optimally.
These implications directly inform the novelty and contributions of this study.
By interpreting implementation challenges as curriculum design imperatives rather than isolated practical constraints, this article advances a conceptual shift in how project-based curricula are understood and developed.
Unlike previous studies that primarily examine project-based learning at the instructional level, this study contributes a curriculum-level perspective that integrates theoretical foundations, design principles, and implementation realities within a coherent framework.
The novelty of this research lies in positioning project-based curriculum as a comprehensive and adaptive design approach that aligns learning objectives, project structures, teacher support, and authentic assessment with the demands of 21stcentury education.
Consequently, this study offers both theoretical contributions by synthesizing classical and contemporary perspectives into a unified design framework and practical contributions by providing curriculum-oriented insights that can guide educators, curriculum developers, and policymakers in implementing sustainable project-based curricula.
At-Ta'lim: Journal of Education .
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 12 .
, 2026, 1-11 Indah Pratiwi Conclusion Project-based curriculum design is a relevant and strategic approach to addressing the demands of 21st-century education.
Based on constructivism and supported by empirical research, a projectbased curriculum can develop students' critical thinking, creativity, collaboration, and communication Despite facing various implementation challenges, a project-based curriculum still holds significant potential to improve the quality of learning if supported by teacher preparedness, infrastructure, and consistent educational policies.
Acknowledgment The author would like to thank the Postgraduate Program of the University of Muhammadiyah North Sumatra for the academic support and facilities provided, which enabled this article to be successfully completed.
Thanks are also extended to the lecturers and colleagues who provided input, scientific discussions, and constructive criticism during the preparation of this article.
Furthermore, the author appreciates the contributions of researchers and academics whose work serves as primary references in the development of project-based curriculum design studies in the context of 21stcentury education.
Reference