Fostering 21st-Century Skills through Project-Based Learning: Learners’ Perspectives from a Thai-English Translation Course

Abstract

This research aimed at investigating learners’ attitudes toward project-based learning in a Thai-to-English translation course; and exploring how the students perceived their 21st-century skill development through project-based learning. The data were obtained from 85 Thai EFL English-major undergraduates, enrolling in the Thai-to-English Course for the academic year 2022, through a questionnaire on attitudes toward project-based learning and perceptions of developing 21st-century skills through project-based learning, and a self-reflection. The quantitative data from the questionnaire were analyzed using means and standard deviation, while the qualitative data from the reflection was conducted through content analysis to draw themes. The research findings highlight that the participants hold positive attitudes toward project-based learning (PBL). The research findings indicate that the participants held positive attitudes toward project-based learning (PBL). They perceived PBL as an effective pedagogical approach that enhanced their 21st-century skills, including critical thinking, creativity, information literacy, and communication. The study provides insights into how PBL fosters these skills, aligning with the evolving educational needs of students in the 21st century.