Razvoj gospodarstva i održivosti bilo koje zemlje duboko je povezan s progresom tehnologije i razvojem tehničkog obrazovanja. Tehničko i tehnološko znanje obiluje raznolikošću i karakterizira ga brza i nepredvidiva dinamika, što zahtijeva stalnu prilagodbu kako bi se ostvarili ciljevi odgoja i obrazovanja. Da bi ove izazove uspješno prevladali, suvremene obrazovne metode uključuju kontekstualni pristup koji promiče praktično učenje i primjenu znanja u kontekstu učenikova života i djelovanja. Jedna od iznimno učinkovitih strategija ovakvog pristupa je učenje temeljeno na projektima (PjBL), koje može imati ključnu ulogu u kurikulumu unutar kojega učenici razvijaju tehničke kompetencije. Ipak, unatoč brojnim prednostima, implementacija projektnog učenja može se suočiti s raznim izazovima koji često demotiviraju učitelje u implementaciji PjBL-a. Zbog toga je cilj ovog rada argumentirati važnost i značaj projektnog učenja, ali i ohrabriti učitelje i olakšati im implementaciju PjBL-a u vlastitoj nastavi. Rad stoga donosi pregled teorijske utemeljenosti i doprinosa učenja temeljenog na projektima razvoju tehničkih vještina učenika, posebice u kontekstu nastave Tehničke kulture. Pritom se analiziraju tehnološke promjene koje oblikuju kurikulum i obrazovne potrebe te se donosi konkretni primjer implementacije projekta namijenjenog učenicima osmog razreda osnovne škole. Svrha ovakvog učenja nije samo informiranje učenika, odnosno, stjecanje znanja, već poticanje njihove kreativnosti, sposobnosti praktičnog snalaženja i djelovanja u svijetu tehnike i tehnologije, te personalizirani razvoj svakog učenika u skladu s njegovim sposobnostima i sklonostima. The development of the economy and the sustainability of any country are closely linked to the progress of technology and the development of technical education. Technical and technological knowledge is very diverse and is characterised by rapid and unpredictable dynamics that require constant adaptation in order to achieve the objectives of education and training. To successfully meet these challenges, modern educational methods involve a contextualised approach that promises practical learning and the application of knowledge in the context of students' lives and actions. One of the very effective strategies of this approach is project-based learning (PjBL), which can play a key role in the curriculum where students develop technical competences. However, despite numerous benefits, the implementation of project-based learning can encounter various challenges that often demotivate teachers when implementing PjBL. The aim of this article is therefore to explain the importance and significance of project-based learning, but also to encourage teachers and make it easier for them to implement PjBL in their own classrooms. The paper therefore gives an overview of the theoretical foundations and the contribution of project-based learning to the development of students' technical skills, especially in the context of teaching technical culture. At the same time, it analyses the technological changes that are shaping the curriculum and educational needs and presents a concrete example of the implementation of a project aimed at eighth grade primary school students. The aim of this type of learning is not only to inform students, i.e. to acquire knowledge, but also to encourage their creativity, their ability to find practical solutions and to work in the world of engineering and technology, as well as the individual development of each student according to their abilities and preferences.