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This document, part of the course materials for Educational Projects in the Natural Environment, presents the theoretical framework of Project-Based Learning (PBL), outlining its historical origins and its evolution toward current approaches. It examines its connections with other active methodologies focused on real and meaningful problems and discusses the available evidence regarding its effectiveness. Finally, it challenges the idea of PBL as a simple sequence of steps and argues instead for understanding it as a broad educational strategy that reorganizes the curriculum around authentic projects. The document identifies the essential features of high-quality PBL according to the Gold Standard framework developed by the Buck Institute for Education. Lastly, it reviews the relationship between PBL and cooperative learning, as well as the evidence of its positive impact on deep learning, student motivation, and knowledge transfer.

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