In the wake of the global shift towards remote and hybrid learning models precipitated by the COVID-19 pandemic, educators have been compelled to explore innovative approaches to engage students and foster critical thinking skills. This study investigates the effectiveness of Project-Based Learning (PBL) as a pedagogical strategy in teaching Social Studies within the context of the “New Normal.”
The research employed a grounded theory method as the topic seeks to explain the impact of project-based instruction on the critical thinking skills of the learners. The study will explain the process how a pedagogical approach, specifically the project-based instruction will develop the critical thinking skills among students in teaching Social Studies subjects in the new normal.
This research contributes to the ongoing discourse on pedagogical strategies in the post-pandemic era, emphasizing the importance of innovative and adaptive approaches like PBL to cultivate critical thinking skills, ensuring that students are better prepared to navigate an ever-changing world.