Project-Based Learning (PBL) has become a foundational approach in STEM higher education, aiming to bridge theoretical knowledge and practical application. This systematic review synthesizes recent empirical evidence on PBL’s impact on problem-solving competencies among STEM undergraduates. Following PRISMA guidelines, 32 studies published between 2019 and 2026 were analyzed, drawn from ERIC, Scopus, and Web of Science. The majority of studies reported that PBL interventions significantly enhanced students’ analytical skills, interdisciplinary understanding, and engagement. However, challenges such as resource constraints, assessment standardization, and teacher preparedness were common. The review concludes that PBL offers substantial promise for cultivating problem-solving abilities in STEM students but highlights the need for further research on scalable implementation and equitable access.

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