Project-based learning (PjBL) is widely recognized as a learner-centered teaching approach that supports active engagement, meaningful learning, and the development of transferable skills. Although it is used across different educational levels, research shows that learning outcomes vary greatly, often depending on how projects are designed, supported, and assessed. This article presents a contemporary view of project-based learning by introducing a dialogic and process-oriented tendency that places strong emphasis on inquiry, reflection, formative feedback, and learner responsibility. Drawing on research from general education, language education, teacher education, and online learning, the article brings together evidence showing how structured dialogue, feedback, and self-regulated learning can strengthen project-based approaches. A practical instructional cycle is outlined, along with assessment principles that focus on learning processes as well as final project outcomes. The article also discusses key challenges and design considerations, presenting project-based learning as a flexible and effective framework for supporting meaningful learning in non-STEM educational contexts.