Integrating Digital Sketching Through Project-Based Learning: Indonesian and European Students’ Point of View

Abstract

This study investigates students’ perceptions of the implementation of Project-Based Learning (PjBL) in an international joint digital sketching class involving Indonesian and European higher education institutions. Grounded in constructivist learning theory and supported by Koyan’s perception framework, the research aims to examine the pedagogical effectiveness of PjBL in fostering cognitive, pedagogical, affective, and creative learning outcomes within a cross-cultural digital design context. Employing a mixed-methods research design, the study integrates a systematic literature review, perception surveys administered to 39 purposively selected respondents, direct observations, and document analysis. Quantitative data were analyzed descriptively using Koyan’s perception criteria, while qualitative data strengthened contextual interpretation through triangulation. The findings reveal consistently very high mean scores across all evaluated dimensions, including knowledge, teaching methods, ability to answer questions, creativity, and students’ care, with an overall average score of 4.33. The highest-rated dimension was students’ care, highlighting the crucial role of instructor support and affective engagement in project-based and studio-oriented learning environments. Although creativity obtained the lowest mean score among the indicators, it remained within the very high category, indicating that PjBL combined with digital sketching provides substantial opportunities for creative exploration. The study concludes that PjBL is an effective and holistic pedagogical approach for digital sketching education, particularly within international and cross-cultural learning settings, and underscores the importance of instructional competence, supportive learning climates, and institutional support in maximizing its educational impact.