Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

In this paper we present architecture of a Learning Management System used as a Metacognitive tool collaboratively and supporting Self-regulated Learning (SRL). It's based on the Zimmerman cyclical model of SRL in case of the Project Based Learning. In practice, the learner use a set of pedagogical tools (Activity Traces, Learning Style and Behaviour, Mind mapping, e-Portfolio...) to control their leanings and in the same time capture and model the learning style and behaviour to offer personalized indicator to foster learner's self-regulated learning.

Education 4.0 promotes active, personalized, and competency-based learning aligned with the Sustainable Development Goals (SDGs), yet most current platforms rely on centralized architectures that restrict access, agency, and adaptability. To address this problem, Web3 technologies—including blockchain, decentralized identifiers (DIDs), peer-to-peer storage, and smart contracts—enable the creation of platforms that uphold equity, data sovereignty, and pedagogical flexibility. This paper investigates how the convergence of Education 4.0 and Web3 technologies can drive the development of sustainable, inclusive, and learner-centered digital education systems. We examine two decentralized education platforms, EtherLearn and DeLMS, to assess their design affordances and limitations. Building on these insights, we propose a layered architectural framework grounded in sustainability principles. Our analysis shows that decentralized infrastructures can expand access in underserved regions, increase credential portability, empower learners with greater autonomy, and foster participatory governance through decentralized voting, token-based incentives, and community moderation. Despite these advantages, significant challenges remain around usability, energy efficiency, and regulatory compliance. We conclude by identifying key research priorities at the intersection of sustainable educational technology, digital equity, and decentralized system design.

Traditional learning management systems are cloud-based and teacher-centric, limiting accessibility, flexibility, and student-centered learning. We present the Active Learning EXperience (ALEX), a decentralized learning management system aligned with Education 4.0, supporting flipped and project-based learning. ALEX leverages Web3 technologies (blockchain, InterPlanetary File System, and offline-first mechanisms) to enhance security, privacy, and access in low-connectivity environments. This study evaluated, through the case study method, ALEX's usability, performance, and pedagogical impact with nine third-year information systems students and one facilitator in an authentic project-based course at a Brazilian university, with two non-governmental organizations taking part as clients. Instruments included a custom usability questionnaire, and a pre/post-test skill assessment. Results showed significant improvements in hard and moderate improvement in soft skills, suggesting further enhancements. Future work will focus on expanding ALEX's collaborative features and scalability testing to strengthen its impact on student engagement and learning outcomes.

The 21st century requires the acquisition of new skills to keep pace with the drastic and continuous changing technology in our lives. Hence, this transforming causes a gap between the skills people learn and the skills people need. Consequently, today's labor force hiring candidates must be able to collaborate, communicate, and solve problems. For this propose, this chapter presents a framework for the self-regulation of project-based learning suitable for a student-centered learning environments in higher education. The framework is defined by a set of general requirements, based on a theoretical model, whereby strategies, practices, principles, tools, and actors are defined for conducting the project's processes, and it is instrumental according to a series of cyclical and reciprocal activities as well as a functional architecture. The integrated framework guides and helps learners to effectively benefit from the emergence of some educational digital tools and strategies such as gamification, portfolio, learning analytics, and digital mind mapping.

Information about the paper titled "FLIPPING PROJECT-BASED LEARNING FOR ENTREPRENEURSHIP EDUCATION" at IATED Digital Library