Project-based learning and its effectiveness in developing ICT skills of secondary school students Project-based learning (PBL) is a model that facilitates learning in students by encouraging them to explore and design a solution to a challenging question or real-life problem (Thomas, 2000, p1). This model is based on the constructivist approach in which knowledge is constructed by the students themselves through experience and engagement with the problem posed. This article discusses and examines the effectiveness of PBL in acquiring information and communications technology (ICT) skills. This review mainly focuses on the effects of PBL in secondary school students. The study examines the effectiveness of PBL under the following theme: "Theoretical and methodological positions". Under this theme, three principles have been evaluated and analyzed in the following sections. Each of these sections is followed by a summary of the highlights and their impact on the overall effectiveness of PBL in learning ICT skills. The study concludes by providing an overview of each principle in relation to the main topic. The three principles discussed are Collaborative Learning, Engagement, and Active Learning. All these principles are components of effective learning and are considered the characteristics of constructivist learning (Jonassen, 1998, p-215-237). The effectiveness of project-based learning in an intercultural context is outside the scope of this study. Collaborative Learning The Vygotskian view of collaborative learning (as cited in Helle, Tynjälä, & Olkinuora, 2006, p. 297) proposes that there is a greater possibility for students to acquire a higher level of understanding than they (the students ) would achieve through themselves....... half of the document....... L's statement in meeting the criteria for student-centered learning. Engagement, active learning and collaborative learning are some of the important factors that influence effective learning. This study (review) was written and extended to examine the effectiveness in developing ICT skills of secondary school students. The methods adopted by several research examples examined in this paper suggest that PBL is capable of providing a learner-centred, authentic and collaborative environment. learning environment. Although there is not much research on the successful implementation of active learning in ICT. A learner-oriented feedback approach coupled with periodic monitoring of learning milestones can be used to build an effective model for experiential learning. The importance of these controls can be extended to promote equitable distribution of learning outcomes.