Project-Based Learning (PBL) as a tool for fostering interdisciplinary connections in STEM education

Abstract

The purpose of this study is to provide a theoretical rationale for and develop a differentiated methodological model for integrating English into STEM project-based learning for students in higher education and pre-higher vocational education institutions with a technical focus, aimed at developing professional English language proficiency through the functional interaction of the linguistic and subject-specific components of the educational process. Methods. The study is based on a systematic analysis of contemporary scientific publications in STEM education, project-based learning, English-medium instruction (EMI), and Content and Language Integrated Learning (CLIL). A comparative analysis was used to identify methodological differences between higher education and pre-higher vocational education institutions, and a modeling method was used to construct a differentiated pedagogical model. Results. It has been established that in higher education institutions, foreign language instruction and professional disciplines operate as institutionally isolated systems. In contrast, in pre-higher vocational education institutions, systematic language instruction within the framework of professional training is virtually nonexistent. Three key methodological gaps were identified: the lack of authentic English-language materials in project-based activities; the lack of tools to target the development of professional lexical competence; and the lack of criteria for assessing the quality of language use in professional assignments. Based on this, a methodological model has been developed that comprises four stages, with separate implementation options for higher education and pre-higher vocational education institutions, and incorporates the principle of descending scaffolding: from receptive work with authentic materials to independent public presentation of results in English. Conclusions. The proposed model ensures the development of the cognitive, metacognitive, and communicative dimensions of interdisciplinary competence within a single project cycle, where the linguistic and subject-specific components function not as adjacent but as interdependent components of learning.