This article explores experimental project-based learning (PjBL) in higher education through the FREIIA project (https://www.linkedin.com/company/freiia), an international practice-based collaboration involving 14 organizations from six European countries. Students engage directly with real societal challenges in island communities facing issues such as youth migration, energy needs, and tourism pressure.

The learning model combines project-based teaching and action learning, allowing students to co-create development initiatives with local stakeholders. The teaching approach is designed to train students in real-world situations while promoting critical thinking, problem-solving in uncertain circumstances, and personal growth.

PjBL was experimentally applied by assigning students the project management of the Norwegian part of the international project, with a key aspect involving leading other students in specific tasks. It also served as a training ground for other students involved in data collection, analyses, and workshops for developing solutions.

The FREIIA model provides final-year bachelor students with leadership roles as project managers under academic supervision. This internship-based setup offers insight into how students handle complex, multicultural projects and balance the dual roles of learner and leader. The students' experiences in project management were followed by interviews and discussions about their learning outcomes. These interviews reveal how the project environment provided real roles and contributed to the development of interpersonal skills that are hard to acquire in traditional education settings. Students highlighted how the project's unpredictability and lack of definitive answers required them to use and further develop their problem-solving skills in real situations. Furthermore, theoretical concepts, particularly within project management, innovation, and organizational development, were actively utilized to address concrete challenges within the project.

Other students participated in two field visits per island. Students from different countries were paired during data collection. Initially, they interviewed residents and tourists on the islands about challenges and opportunities in the island community. Based on this, they analysed the gap between the current situation and the desired future for the community. They then took part in a co-creative design thinking process aimed at generating locally grounded development ideas. The results indicate that several initiatives have proceeded to piloting or implementation in the six local communities.

The study contributes to the growing research literature on PjBL by providing empirical insights into student learning outcomes, stakeholder engagement, and leadership development. The project-based teaching approach also addresses the need for more experimental approaches to PjBL by involving students as project leaders in real international collaborative projects. Through the FREIIA example, it is argued that project-based and action-oriented education not only enhances student competencies but can also contribute to sustainable development in local communities.

Keywords: Project-based learning, action learning, international projects, project leadership.