Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, it is crucial to systematize existing research to identify well-established aspects and areas that require further exploration. This study conducts a systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It uses the foundational PBL model as a reference to analyze its essential elements in design and implementation, particularly in terms of their contribution to sustainable education. A total of 25 studies were included in the final review sample. The research aims to examine current practices and identify gaps or inconsistencies in application. The qualitative analysis highlights crucial aspects such as project design, evaluation strategies, and interdisciplinary alignment. Findings reveal challenges in ensuring consistency across practices, with a predominant focus on procedural execution. However, the review also uncovers that existing studies address cognitive and socio-emotional dimensions in ways that require further investigation. Based on these findings, the study proposes a refined framework for the implementation of PBL, aiming to guide more effective and context-sensitive applications. These findings underscore the need for further exploration of how PBL can holistically support learner growth, enhance engagement, and contribute to more sustainable and impactful educational practices. Theoretical implications point to a deeper understanding of how PBL can integrate cognitive, emotional, and interdisciplinary components to foster this holistic development, while operational implications highlight the importance of institutional support, teacher training, and flexible curricular policies to ensure successful and sustainable implementation. © 2025 by the authors.
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