Abstract
The study was conducted to find out the levels of project-based learning, and levels of critical thinking skills of students as perceived by teachers as well as if project-based learning significantly predict critical thinking skills. This study used a convergent mixed method design with a total of 17 participants for qualitative data, specifically 10 participants for the individual interview and 7 for focus group discussion. Meanwhile, a total of 200 teachers were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on project-based learning and critical thinking skills. Moreover, all the variables project-based learning significantly predicts critical thinking skills. Meanwhile, two themes emerge from the interview which put emphasis on critical development, and learning impact. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educators and educational institutions prioritize the integration of project-based learning (PBL) as a pedagogical approach to enhance students' critical thinking skills. To effectively implement PBL, educators should design and facilitate authentic, inquiry-driven projects that encourage students to engage in higher-order thinking processes such as analysis, evaluation, and synthesis.