| Summary: | This study rigorously examines Project-Based Learning's (PBL) efficacy in augmenting creative thinking within educational frameworks. It investigates PBL's alignment with psychological tenets and cognitive processes to bolster creative capacities. Employing an extensive literature review, the research scrutinizes PBL's psychological and educational merits, project design, student engagement, cognitive growth, and the amalgamation of intellectual and affective elements. Findings reveal PBL's adaptability to cognitive rhythms, its role in amplifying information intake and motivation, and its enhancement of cognitive engagement and dynamic thought application. PBL's versatility aids in customizing education and fostering innovation. The study also addresses educator-led guidance in navigating cognitive obstacles and underscores the significance of merging intellectual and emotional aspects in PBL. It identifies challenges in PBL implementation and suggests avenues for future inquiry. Conclusively, PBL is posited as a potent tool in nurturing student creativity, adaptable to varied learning preferences and styles.
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