ISSN: 2222-6990
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This study examines the application and effectiveness of Project-Based Learning (PBL) in design education, addressing its role in bridging the gap between theoretical knowledge and industry demands. While China’s design education system is highly centralised and integrates traditional cultural elements, it faces challenges in fostering creativity, interdisciplinary collaboration, and industry readiness. A review of recent studies highlights PBL’s effectiveness in enhancing critical thinking, problem-solving, and teamwork, while also facilitating industry collaboration and technological integration. However, challenges such as scalability issues, lack of standardised assessment frameworks, and cultural adaptation persist. Findings suggest that structured PBL models, aligned with both traditional cultural values and global design trends, can improve pedagogical outcomes. Strengthening academia-industry collaboration and refining assessment criteria are crucial to maximising PBL’s impact. Finally, PBL offers a transformative approach to design education, equipping students with the necessary skills for an evolving job market, but its successful implementation requires addressing structural and pedagogical challenges.
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