Project-Driven Teaching Reform Based on Real Enterprise Projects in Applied Undergraduate Education
DOI:
https://doi.org/10.66581/bf21pr81Keywords:
project-driven teaching reform; real enterprise projects, school-enterprise collaboration, industry-education integration, applied undergraduate educationAbstract
Objective: To examine the effectiveness of a project-driven teaching reform model based on real enterprise projects in applied undergraduate education.
Methods: Based on a school-enterprise collaboration project, this study developed an integrated “course-project-training-evaluation” teaching model and embedded real enterprise tasks into the teaching process. The reform included course content reconstruction, project task design, teaching organization optimization, and the establishment of a multiple evaluation mechanism.
Results: The reform improved students’ learning engagement, practical application ability, and job adaptability awareness, and promoted the shift from knowledge-based teaching to task-driven and practice-oriented learning.
Conclusion: The model helped enhance teaching effectiveness and strengthen the link between curriculum teaching and enterprise needs, providing a useful reference for applied undergraduate institutions seeking to advance school-enterprise collaborative education and curriculum reform.
References
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.
Chen, J., Zhao, X., Li, J., Chen, W., Jiang, C., & Wang, X. (2025). Core competencies in pharmaceutical education: a Chinese student perspective. BMC Medical Education, 25(1), 1096.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.
Hristov, S., Nakov, D., & Miočinović, J. (2023). Constructive alignment between objectives, teaching and learning activities, student competencies and assessment methods in higher education. Journal of Agriculture and Plant Sciences, 21(2), 21-36.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Morris T H. Experiential learning–a systematic review and revision of Kolb’s model[J]. Interactive learning environments, 2020, 28(8): 1064-1077.
Okolie, U. C., Igwe, P. A., Nwosu, H. E., Eneje, B. C., & Mlanga, S. (2020). Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?. Policy Futures in Education, 18(2), 294-313.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
Rodrigo, R. T. (2017). Reflections and insights on the models of learning: Subject-centered, learner-centered and problem-centered design models. Stamford Int. Univ., 1-6.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). ASCD.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mingdi Jiang, Li Yan (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1.Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY 4.0). This allows others to share the work (copy and redistribute) and adapt the work (remix, transform, and build upon) for any purpose, even commercially, provided the original work is properly cited.
2.Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
