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Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom – including a greater depth of understanding of concepts, a broader knowledge base, improved communication, and interpersonal/social skills, enhanced [[leadership]] skills, increased [[creativity]], and improved writing skills.
Some of the most significant contributions of Project-based learning have been in schools of comparative disadvantage where it has been linked to increased self-esteem, better work habits, and more positive attitudes toward learning. The pedagogical practice is also linked to conversations revolving around equitable instruction, as it presents opportunities to provide learning experiences that are "equitable, relevant, and meaningful to each and every student while supporting the development of not only students' academic learning, but also their social, emotional, and identity development."<ref name=":3">{{Cite journal |last1=Tierney |first1=Gavin |last2=Urban |first2=Rochelle |last3=Olabuenaga |first3=Gina |date=2023 |title=Designing for Equity: Moving Project-Based Learning From Equity Adjacent to Equity Infused |url=https://repository.isls.org//handle/1/10277}}</ref>
Teachers who implement Project-Based Learning assert that this approach emphasizes teachers helping their students track and develop their own processes of thinking, making them more aware of problem-solving strategies they can use in the future.<ref name=":2" />
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