The SERNA Conceptual Standard for Project-Based Learning in Higher Education: Definitions, Relationships, and Theoretical Integration (SCS-PBL)

**Background:** Project-Based Learning (PBL), a student-centered pedagogy where learners acquire deep knowledge through active exploration of real-world challenges, is increasingly adopted in higher education to build "21st-century skills." However, the field is characterized by "terminological chaos," where PBL is often conflated with "problem-based learning," "inquiry-based learning," or simple "hands-on work." **Problem:** This conceptual fragmentation prevents the development of standardized assessment rubrics and limits the comparison of results across different disciplines (e.g., engineering vs. arts). Specifically, the "driving question" and the "public product" components are modeled inconsistently. **Objective:** To establish the SERNA Conceptual Standard (SCS-PBL), providing canonical definitions and a testable socio-cognitive model for project-based learning. **Approach:** A systematic review of over 350 peer-reviewed articles was conducted, synthesizing evidence from instructional design, educational psychology, and organizational learning. **Contributions:** This standard defines 12 canonical terms, establishes the "Authentic Inquiry & Iteration (AII) Model," and proposes 10 falsifiable hypotheses for future research. **Conclusions:** SCS-PBL provides the theoretical infrastructure to transition PBL research from anecdotal "success stories" to predictive modeling of student engagement and competency acquisition.