Project-based learning through e-Learning platforms in Lithuanian primary education: insights into teachers' practices

ENThis study explores Lithuanian primary school teachers’ experiences in implementing project-based learning (PBL) integrated with digital technologies. While PBL is recognized for fostering deep learning, creativity, and problem-solving skills, its integration with e-learning platforms in primary education remains under-researched. The study addresses a systemic gap between educational innovation policies and teachers’ practical capacity to design, implement, and evaluate technology-enhanced PBL. A qualitative research design grounded in a constructivist – interpretivist approach was used for the empirical study. Data were collected through a focus group discussion (n = 11) with primary school teachers in Lithuania. Thematic analysis revealed three interrelated dimensions shaping teachers’ experiences: (1) praxeological, which is related to planning integrated and competence-based learning, time management, and teachers’ roles as project designers and facilitators; (2) technological, which is related to the accessibility, quality, and pedagogical sustainability of digital tools and platforms; and (3) cognitive, which is related to students’ diverse digital skills, engagement, and self-directed learning. Findings show that while teachers value PBL for its potential to empower students and enhance lifelong learning, challenges arise from fragmented integration of digital technologies, limited time resources, and insufficient methodological support. The study findings demonstrate that teachers recognize the potential of PBL to empower students, yet they encounter persistent challenges, including fragmented technology integration, time constraints, and limited methodological support. Future research should expand to diverse educational levels and include students’ perspectives to strengthen teachers’ digital PBL competences and advance sustainable educational practices.