Аннотация
Online physics education often faces challenges in maintaining student motivation and engagement, particularly at the secondary school level. This study examines the use of project based learning to increase student motivation and engagement in online secondary physics education. Students worked in small groups to create short video presentations analyzing the advantages and disadvantages of constructing a nuclear power plant, integrating both physics concepts and societal considerations. The study employs a mixed-methods design, combining pre- and post-intervention surveys adapted from the Science Motivation Questionnaire II, analysis of online participation metrics, and thematic analysis of student reflections and videos. Theoretical grounding is provided by Self-Determination Theory (autonomy, competence, relatedness) and Expectancy-Value Theory (expectancy for success and perceived task value). The results demonstrate that the PBL intervention significantly increased student engagement and motivation in online physics classes. Attendance increased from an average of 41% before the intervention to 76.25% after implementation. Survey results indicated that 78% of students reported reduced stress compared with traditional examinations, while qualitative reflections revealed improved collaboration and stronger perceptions of the relevance of physics to real-world energy and environmental issues. This study contributes empirical evidence supporting the effectiveness of online PBL in secondary physics education and offers a theoretically grounded model applicable beyond the Kazakhstan context. Although the intervention was situated within the Kazakhstan nuclear energy debate, the underlying pedagogical model is transferable to other socio-scientific issues (e.g., climate change, renewable energy transitions, or technological ethics). The findings extend Self-Determination Theory and Expectancy-Value Theory into online secondary physics contexts, demonstrating how structured PBL can simultaneously enhance cognitive outcomes and psychological well-being. This study therefore contributes not only a contextual case study, but a generalizable framework for motivation-driven online science instruction.