Why project and inquiry-based learning deserve a place in every classroom #
Katheren Leitner
Chief Executive — Te Hononga Akoranga COMET
There’s a quiet revolution happening in classrooms — one that shifts the focus from rote memorisation to real-world relevance, from passive listening to active doing. At the heart of this change are two powerful approaches: Project-Based Learning (PBL) and Inquiry-Based Learning (IBL).
For some, these methods might sound like education buzzwords. But for many teachers and schools across Aotearoa NZ and beyond, they represent a meaningful return to what learning was always meant to be: engaging, purposeful and deeply human.
What are we talking about?
- Project-Based Learning (PBL) is an instructional method through which students learn by actively engaging in personally meaningful, real-world projects. It’s not just about making a poster or presenting at the end of a unit. It’s about using the project as the vehicle for learning core content and skills.
- Inquiry-Based Learning (IBL) complements this by encouraging students to ask questions, investigate topics and explore problems rather than being given answers from the start.
Why should teachers consider PBL and IBL?
That’s the real question. Here’s why these approaches are worth your time, your energy, and your trust:
- Engagement drives learning
In a meta-analysis of student engagement studies, researchers found that students participating in PBL were significantly more engaged and self-directed compared to those in traditional classrooms (Condliffe et al., 2017).
The Base 6 programme at Kuranui College introduced project and inquiry-based learning in junior classes, resulting in increased student engagement and ownership. Students had more voice in what and how they learned — driving deeper interest and participation.
“When students care about what they’re learning, they work harder, think deeper and remember more.”
- Academic gains are real
PBL and IBL are not about doing away with academic rigour. Well-designed projects demand deep understanding. Students have to research, apply knowledge, revise their thinking and explain their conclusions — exactly the kind of higher-order thinking that leads to academic success.
“Students from low-income backgrounds showed particular gains in PBL classrooms, narrowing the achievement gap in several studies.” (Boaler et al., 2021)
It’s another fad?
There’s a fair amount of scepticism around educational trends — and rightly so. Teachers have weathered their share of shiny new strategies that don’t last the term. But PBL and IBL aren’t new; they’ve been around for decades and are supported by robust international research.
In fact, inquiry and problem-solving sit at the core of New Zealand’s own curriculum, and Mātauranga Māori traditions emphasise experiential and community-based learning that aligns beautifully with these approaches.
What’s in it for students?
Everything. Students say they feel more seen, more capable and more connected to the world when they’re given ownership of their learning. They’re not just preparing for life after school — they’re practising it.
This is not about ditching everything you know. It’s about expanding your toolbox.
PBL and IBL don’t require an overhaul of your curriculum. They can start small: a science unit with a local environmental focus, a maths project linked to budgeting a school event, a social studies inquiry into housing and inequality. These approaches connect learning to life — something every teacher wants for their students. PBL and IBL are enduring strategies that reflect the best of what education can be.