As part of the AgriTech Solutions project: Innovative Vocational Education for Sustainable Agriculture with project number 2024-1-RS01-KA210-VET-000244168, funded by the Erasmus+ program of the European Union, in the period from 01-05.10.2025. (5 working days) at the Mayberry Highway Hotel, Sveti Nikole, teacher training for PBL is being implemented.
The training was attended by 16 vocational education educators from Serbia and North Macedonia. One of the main goals of the training is the modernization of agricultural vocational education and training by incorporating innovative teaching methodologies.
By training educators in project-based learning, this activity ensures that teaching staff are well-equipped to deliver updated curriculum in a way that is not only engaging but also reflects real-world agricultural practices.
This practical, student-centered approach to learning is expected to significantly improve the quality of education and student outcomes.
The PBL teacher training lecturer was Branko Aleksovski, MA, an expert in the field of teacher education.
This five-day training provides VET teachers with the knowledge and tools to implement project-based learning (PBL) in agricultural education.
By engaging in hands-on activities, teachers learned how to design, manage, and evaluate student-led projects that address real-world agricultural challenges, such as sustainable agriculture, digital agritech solutions, climate change mitigation, and rural entrepreneurship.
Through the training, participants gained knowledge and skills that enabled them to:
• understand project-based learning (PBL) as a student-centered pedagogy aligned with current trends in agriculture.
• develop strategies for integrating sustainability, digitalization, and innovation into PBL.
• distinguish practical methods for assessing project-based learning outcomes.
• create PBL curricula ready for implementation in their schools.
Participants achieved the following learning outcomes through the training:
• Differentiate the foundations of project-based learning (PBL) and its benefits in agricultural education.
• Design and implement agricultural project-based learning projects that address real-world issues (e.g. soil health, crop management, climate change, smart agriculture).
• Apply tools to improve student motivation, collaboration, and critical thinking.
• Develop skills to assess project outcomes and student learning processes. Create, present, and implement project-based learning (PBL) curricula aligned with the agricultural vocational education and training curriculum.
• Deepen collaboration between teachers from different subject areas through the development and implementation of joint projects.
• Deepen collaboration between schools and the local community, agricultural producers, and other institutions.
Day 1 – Understanding Project-Based Learning (PBL) in Agricultural Education
• Welcome, introduction, participants’ expectations from the training and “ice-breaker”.
• What is Project-Based Learning (PBL)? Basic principles and differences from traditional teaching.
• Why Project-Based Learning (PBL) works in agriculture: relevance for sustainability, climate change and innovation.
• Exchange of experiences among training participants in project-based learning activities.
• Case studies of Project-Based Learning (PBL) in agricultural vocational education and training (examples from schools in the EU).
• Reflection and group discussion: Challenges teachers face in engaging students from agricultural fields.
Outcome: Shared understanding of the basics of Project-Based Learning (PBL).
Day 2 – Designing Effective Lesson Plans through Project-Based Learning (PBL)
• Key Elements of Project-Based Learning (PBL): Driving Question, Real-World Context, and Student Engagement.
• Finding Topics in Agricultural Vocational Education and Training: Examples (Biopesticides, Greenhouse Efficiency, Soil Sensors, Permaculture).
• Workshop: Formulating Guiding Questions for Agriculture.
• Linking Projects to Curricula and Competency-Based Learning.
Outcome: Draft Guiding Questions and Initial Ideas for Projects Related to Participants’ Subjects.
Day 3 – Putting Project-Based Learning (PBL) into Practice
• Workflow in Project-Based Learning (PBL): Planning, Execution, Reflection.
• Classroom management in project-based learning (PBL) (group work, roles, timeframes, resources).
• Tools and methods: digital applications for project tracking, QR codes in agriculture, field visits.
• Practical activity: Designing a curriculum structure for project-based learning (PBL) in agriculture.
Output: Structured draft lesson plans for project-based learning (PBL) per educator/group.
Day 4 – Assessment and feedback in project-based learning
• How to assess project-based learning (PBL): product versus process.
• Assessment frameworks, peer assessment, self-assessment tools.
• Ensuring fair competency-based assessment.
• Workshop: Creating a framework for project-based learning (PBL) lesson plans.
• Peer feedback session: sharing ideas among participants.
Outcome: Finalized frameworks for assessing project-based learning (PBL) lesson plans.
Day 5 – Presentation, reflection and next steps
• Finalization of project-based learning (PBL) lesson plans.
• Group presentations of designed project-based learning (PBL) lesson plans.
• Peer assessment and feedback.
• Activity planning: how to integrate project-based learning (PBL) into your school after the training and how to extend it to other colleagues.
• Certificate awarding and reflection sessions.
Result: Finalized lesson plans for project-based learning (ready for piloting in classrooms).