Towards Education 4.0: Exploring the Potential of Project-Based Learning Through Student-Centric Assessment at Universiti Teknologi PETRONAS

Project-Based Learning (PBL) emerges as an innovative pedagogical approach, developing 21st-century skills through active engagement with real-world challenges. This research aims to comprehensively evaluate the effectiveness of PBL in the context of the Scientific Inquiry subject at Universiti Teknologi PETRONAS. The objectives include assessing student satisfaction, experiences, outcomes, and challenges related to PBL. A survey-based methodology involving 62 participants was employed, and a rigorous analysis. Key findings indicate a highly favorable view of PBL, with mean ratings consistently approaching the highest possible score, signifying effective engagement, clear communication of objectives, and a collaborative learning environment. PBL significantly enhances problem-solving skills (mean rating of 3.94/5), teamwork abilities (mean rating of 3.95/5), and aligns with course objectives (mean rating of 4.03/5). However, challenges include time management, team dynamics, assessment certainty, and research experience. This research underscores the relevance of PBL in Education 4.0, equipping students with essential skills. Its significance lies in providing val-uable perspectives for optimizing PBL implementation and enhancing the overall learning experience in the context of modern education.