A Reform and Practical Application of a PBL Pedagogical Model Integrating Local Scenarios, Scientific Frontiers, and Innovative Experiments
DOI:
https://doi.org/10.18063/eir.v3i4.999Keywords:
Project-Based Learning (PBL), Soil Pollution Remediation Technology, Pedagogical Reform, Curriculum Design, Application-Oriented Talent CultivationAbstract
In response to the demand for practical and innovative abilities in engineering talent under the "New Engineering" initiative, and to serve the development of the Environmental Science and Engineering program and enhance student employability, this study addresses issues in the traditional teaching of the Soil Pollution Remediation Technology course at Mianyang Normal University, such as the disconnect between theory and practice, by designing and implementing a project-based learning (PBL) reform. This PBL model is grounded in the university's mission to serve the local region, is closely integrated with representative soil pollution issues of the surrounding area, incorporates scientific frontiers in soil remediation, and is linked with provincial-level innovative experimental projects. Through one cycle of pedagogical practice and a mixed-methods evaluation, the results confirm that PBL significantly stimulated students' interest in learning, improved their ability to apply knowledge and solve complex engineering problems, strengthened practical skills, including those from innovative experiments, and fostered teamwork. Concurrently, the study identified practical challenges in implementing PBL at local application-oriented universities, including limited experimental resources, complexity in process assessment, and high demands on faculty time and effort. The research indicates that a PBL model that integrates local conditions and scientific frontiers is an effective pathway for enhancing the comprehensive abilities and industry readiness of environmental science students; its sustainable development requires the university to optimize resource allocation, assessment mechanisms, and faculty support. This study provides an empirical reference for curriculum reform in similar institutions.
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