The Implementation of the Project-Based Learning Teaching Method in China: Insights from Ganzhou Polytechnic

Abstract

This quantitative study adopted a descriptive-correlational design to explore the relationship between the implementation of Project-Based Learning (PBL) and student learning engagement, surveying 214 E-Commerce, Internet Marketing, and Live E-Commerce majors at Ganzhou Polytechnic. The results indicated that PBL aligns well with higher vocational education philosophy, and students were generally satisfied with its implementation, with the highest recognition for its relevance to career and personal development. The mean scores for PBL’s context, teacher cognitive support, and teacher emotional support were 4.12, 3.91, and 3.86, respectively; peer collaboration scored the highest (3.96) among student learning engagement dimensions, reflecting a sound collaborative learning atmosphere. All PBL implementation dimensions were found to have moderate, positive, and significant correlations with student learning engagement (p < 0.001), with teacher cognitive support showing the strongest correlation (r = 0.755), proving it to be the key driver of PBL-based learning engagement. The study also identified deficiencies in PBL practice, including insufficient curiosity arousal, inadequate one-on-one teacher guidance, low digital accessibility of teachers, and weak student critical reflection. It is recommended that vocational colleges optimize PBL instructional design, strengthen personalized teacher support, standardize digital communication, deepen industry-university collaboration, and advance peer cooperation, while investing in teacher professional development and practical training infrastructure upgrading. Future research should further examine the long-term impact of optimized PBL on students’ comprehensive competence and its interdisciplinary application in more vocational disciplines.