Project-Based Learning (PBL) is widely recognized for its ability to foster critical thinking, collaboration, and real-world problem-solving skills. However, educators often struggle with two key issues:
i) finding high-quality, adaptable PBL resources that align with their curriculum, and
ii) sustaining motivation to integrate PBL effectively in diverse learning environments.

To address these challenges, this paper presents EXPERIA, a collaborative community and a digital repository designed to support the sharing of best practices, improve resource accessibility, and encourage peer learning. EXPERIA is a repository that functions as an open-access platform, limited to the teacher community of a higher education institution, where educators can contribute, explore, and refine PBL materials, including structured project templates, assessment rubrics, real-world case studies and tried-and-tested training experiences that ensure resource quality. The associated community is creating a dynamic ecosystem where educators exchange experiences and refine their PBL strategies.

Inspired by the technology acceptance model (TAM) we structure the present contribution according to three main aspect. First, the diffusion of the EXPERIA initiative. Second, aspects of perceived usefulness of EXPERIA are analysed, especially extrinsic and intrinsic motivation. Third, elements that contribute to the perceived ease of use of EXPERIA are assessed.

The diffusion of the platform depends on several key success factors. Envisioned contributors refer to several aspects. First, institutional support and endorsement from educational organizations increase credibility and encourage adoption. Second, an intuitive and user-friendly interface ensures seamless navigation and usability. Third, active community management - through regular updates, expert contributions, and responsive support - sustains participation and trust. Finally, data-driven insights, such as AI-powered recommendations and analytics on resource effectiveness, help educators make informed decisions and optimize their PBL practices.

A critical factor in the success of this initiative is teacher motivation. Educators are more likely to use and contribute to the platform when they perceive clear benefits, such as time-saving resources, professional recognition, and improved student engagement. In this contribution we aim to review and critically assess the benefits and challenges of potential features that enhance the motivation to engage in the EXPERIA platform and community. Preliminary, some of these refer to features like certification for contributions, gamification elements, and opportunities for networking with experienced PBL practitioners.

This paper presents the development stages of EXPERIA, from inspiring initiatives (ideation) to its current status (prototyping) and next steps (adoption). Findings indicate that educators engaged in collaborative knowledge-sharing report increased confidence in implementing PBL and a stronger sense of professional growth. Future developments include expanding the repository’s content, strengthening partnerships with institutions, and integrating adaptive learning technologies to personalize the user experience.

By leveraging technology, community engagement, and strategic diffusion methods, this initiative seeks to bridge the gap between theory and practice in PBL, ultimately transforming teaching and learning experiences.

Keywords: Community, platform, repository, project-based learning, teaching innovation.