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Manisha Nair
Independent Researcher
Kerala, India
Abstract
Project‑Based Learning (PBL) has emerged as a transformative pedagogical approach, engaging students in authentic, complex projects that develop 21st‑century skills such as critical thinking, collaboration, and digital literacy. Concurrently, Google Workspace for Education offers an integrated suite of cloud‑based tools—including Docs, Sheets, Slides, Forms, Jamboard, and Classroom—that scaffold every phase of PBL, from ideation through execution to presentation. This manuscript examines how Google Workspace tools support PBL’s core features: real‑world relevance, student voice and choice, collaboration, and reflection. Drawing on a systematic review of recent studies, surveys of K‑12 implementations, and empirical data collected from a mixed‑methods study involving 150 students and 12 teachers across three schools, we analyze usage patterns, learning outcomes, and teacher perceptions. Findings reveal that integrating Docs and Slides fosters co‑authoring and peer feedback; Forms and Sheets streamline data collection and analysis; Jamboard enhances ideation; and Classroom centralizes project management. Quantitative results show significant gains in engagement (M=4.3/5) and digital self‑efficacy (M=4.1/5), while qualitative insights highlight increased student autonomy and deeper reflective practice. Notably, projects co‑developed in Docs exhibited richer revision histories, indicating sustained peer interaction. Challenges include variable digital readiness among students and the imperative for ongoing professional development. Ultimately, this study demonstrates that Google Workspace not only amplifies PBL’s pedagogical affordances but also cultivates an adaptable learning ecosystem that prepares students for future academic and career landscapes.
Keywords
Project-Based Learning; Google Workspace; Google Docs; Google Classroom; Digital Collaboration
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