Integrating Social Realities Into Project-Based Learning: Insights from Indonesian Lecturers

This research aims to explore the perceptions and experiences of lecturers in implementing Project-Based Learning (PjBL) within higher education institutions in Indonesia. PjBL is a significant pedagogical approach for exposing students to real-world social issues and communities reality. PjBL is an innovative, project-oriented learning approach designed to develop 21st-century skills such as critical thinking, collaboration, and problem-solving. Using a descriptive quantitative method through the distribution of questionnaires to 52 lecturers from eight private universities, this study identifies the extent to which lecturers feel comfortable applying PjBL, the perceived benefits in the learning process, and the challenges encountered during implementation. The results indicate that lecturers hold highly positive perceptions of PjBL, particularly regarding its effectiveness in teaching, instructional comfort, and institutional support. Lecturers believe that PjBL fosters active student engagement and enhances the quality of learning outcomes. However, notable challenges remain, especially in project assessment, classroom management, and students' readiness for independent learning. The study recommends further training and technical support for lecturers, particularly in developing evaluation tools and strategies for facilitating project work. These findings are expected to enrich the literature on PjBL implementation and serve as a foundation for institutional policy to support more contextual and participatory learning approaches in higher education.