Empowering Education: Unraveling the Factors and Paths to Enhance Project-Based Learning Among Chinese College Students

Project-based learning (PBL) is a transformative approach to college education with the potential to develop comprehensive skills such as critical thinking, problem-solving, and teamwork. This study explores factors influencing the effectiveness of PBL and proposes strategies for its enhancement among Chinese college students. Utilizing the Input-Environment-Output (IEO) model as a theoretical framework, we conducted an empirical analysis of PBL outcomes and their determinants. The study employed advanced data analysis techniques, including structural equation modeling (SEM), to demonstrate the positive impact of PBL on knowledge integration, project skills, and self-efficacy. The effectiveness of PBL, however, is influenced by various factors, including instructional design, teacher guidance, student participation, and the disciplinary and institutional contexts. Based on a survey of 553 Chinese college students, the findings suggest that targeted improvements in these areas can optimize PBL to better meet students' educational needs. The results provide actionable insights for educators and policymakers on enhancing PBL strategies to foster a more engaging and effective learning environment. Enhancing college student learning: strategies for effective project-based education in ChinaThis study looks at a teaching method called Project-Based Learning (PBL), which is a way for students to learn by working on projects. We wanted to find out how well this method works for college students in China and what can be done to make it even better. We used a model called the Input-Environment-Output (IEO) to understand how different things like teaching designs, teacher support, and the college environment can affect how well students do in PBL. We found that PBL helps students to integrate knowledge, improve project skills, and boost their confidence in their abilities. However, we noticed that some factors like how lessons are planned, how much teachers guide students, and how involved students are can make a big difference in how effective PBL is. From our survey of 553 Chinese college students, we discovered that making certain improvements in these areas can greatly improve PBL. This will help students' educational needs be met better. Our findings give useful insights for teachers and policymakers on how to enhance PBL strategies and create a more engaging and effective learning environment for students. In simple terms, we are saying that when students work on projects, they can learn better, but we need to pay attention to how we plan these projects, how teachers help students, and how the college helps too. This way, students can become more skilled and confident in their learning.