Abstract

In the context of implementing the 2018 General Education Program in Vietnam, project-based learning has been recognized as an effective approach to fostering students' qualities and competencies in Economics and Law Education. This study employed document analysis, questionnaire surveys, pedagogical experimentation, and statistical analysis to design and implement a learning project for Grade 11 students at Le Hong Phong High School for the Gifted, Ho Chi Minh City. The experimental results indicated that students in the experimental class achieved higher learning outcomes than those in the control class. They also demonstrated noticeable improvements in learning autonomy, responsibility, and collaborative competence throughout the learning process. The findings provide further empirical evidence supporting the feasibility and effectiveness of project- based learning in teaching Economics and Law Education at the upper secondary level.

Keywords: Economics and Law Education, pedagogical experiment, Project-based learning, qualities and competency development, upper secondary education.