ORGANIZING PROJECT-BASED ACTIVITIES ON THE FOUNDATION OF TUTORING COMPETENCIES: AN IMPLEMENTATION SCIENCE FRAMEWORK FOR MODERN PEDAGOGY

Abstract

This article proposes a novel pedagogical framework that systematically integrates core tutoring competencies with the design and execution of project-based learning (PjBL) activities. Recognizing the gap between the facilitative potential of skilled tutors and the often unstructured implementation of PjBL, this study employs principles from implementation science and competency-based education to construct a scalable model. The proposed "Tutor-Enhanced PjBL" framework is built upon a foundation of four interconnected competency domains: Cognitive Apprenticeship, Socio-Emotional Facilitation, Metacognitive Coaching, and Design & Contextualization. It further outlines a structured, four-phase implementation process—Preparation, Active Facilitation, Iterative Review, and Consolidation & Transfer—guided by specific tutor actions. Drawing on educational theories including constructivism, experiential learning, and adult learning theory, the framework positions the tutor not as a passive observer but as a strategic facilitator of inquiry, collaboration, and reflection. The article argues that this deliberate alignment of tutoring expertise with project-based pedagogy can significantly enhance student engagement, deepen conceptual understanding, and foster the development of essential 21st-century skills. Furthermore, it addresses practical implementation challenges and proposes strategies for institutional adoption, aiming to provide educators and curriculum designers with a evidence-based roadmap for transforming educational practice and improving learning outcomes.