These two active learning methodologies are often confused, and the acronym PBL is frequently used to refer to both. However, they are not the same.

The main difference lies in their primary focus. Problem-Based Learning places its emphasis on identifying and developing possible solutions to a given problem. Once the problem has been solved, the learning process is considered complete. Project-Based Learning, on the other hand, goes a step further by focusing on the design and creation of a final product.

But when does learning actually take place? In Problem-Based Learning, pupils learn through the process of solving the problem itself. In Project-Based Learning, however, learning occurs not only when pupils create and present the final product, but throughout the entire process, from planning and research to development, collaboration and reflection.

Therefore, although both approaches begin with the presentation of a problem, it could be argued that Project-Based Learning starts where Problem-Based Learning ends.

A clear example is illustrated in the infographic. In Problem-Based Learning, pupils are asked to solve the following problem: How would you design a training session based on a fundamental physical capacity? Once they have proposed a solution, the activity is complete.

In Project-Based Learning, however, solving the problem requires pupils to produce a tangible final outcome. In this example, they are expected to create a YouTube channel to present and share their work.