Using Project-Based Learning for Multidisciplinary Thinking in Teaching Gifted and Talented Learners
DOI:
https://doi.org/10.37985/jer.v7i4.3452Keywords:
Project-Based Learning Gifted Education Multidisciplinary Thinking Thinking Skills Differentiated InstructionAbstract
Gifted learners require specialized pedagogical frameworks to navigate increasingly complex, interdisciplinary global challenges. This study examines the efficacy of Project-Based Learning (PBL) in fostering multidisciplinary thinking among high-ability students. A systematic literature review synthesized research from major academic databases (ERIC, Scopus, PsycINFO) through thematic analysis to evaluate core design principles and implementation barriers. Findings indicate that PBL's emphasis on autonomy and constructive investigation significantly enhances cognitive depth, while successful multidisciplinary integration necessitates "generalized specialization" roles and authentic, performance-based assessments. However, significant obstacles were identified, including teacher entrenchment in monodisciplinary expertise and systemic infrastructural limitations. This review concludes that fully leveraging PBL's potential requires targeted professional development and adaptive educational policies to cultivate transdisciplinary cognitive capacities in gifted learners, ultimately equipping them to address complex challenges with intellectual breadth and creativity.
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