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A project-based learning approach to supply chain mapping education

INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION 2025年第2期23卷

作者： Ashraf, Muhammad Hasan Ozpolat, Koray Yalcin, Mehmet G. Shah, Piyush Calif State Univ Long Beach Coll Business Dept Management HRM Long Beach CA 90815 USA Univ Rhode Isl Coll Business Kingston RI 02881 USA Fatih Sultan Mehmet Vakif Univ Management Informat Syst Beyoglu Istanbul Turkiye Florida Gulf Coast Univ Dept Informat Syst Analyt & Supply Chain Ft Myers FL 33965 USA

Although recent disruptions have revealed the importance of supply chain mapping, there is a lack of academic content in this domain. This is evident because supply chain management textbooks and pedagogical articles offer limited practical guidance on developing supply chain maps. Neither do Harvard Business Publishing and the Case Center cases. The main reason for this scarcity is the challenge of integrating supply chain mapping into the course curriculum. To address this and enrich academic content, we introduce a Supply Chain Mapping project based on a project-based learning approach to instruct undergraduate business students in fundamental mapping skills and raise awareness of the complexities involved in producing high-quality maps. The project is implemented in two upper-level undergraduate courses. The project's effectiveness is assessed through the post-project survey responses. Results indicate that students were actively engaged throughout the project. Similarly, survey results from one of the similar courses offered in the subsequent semester validate the effectiveness of the project. Given the rising demand for supply chain talent within the management domain, this project will enhance the management/ supply chain management curricula at business schools. The benefits and challenges of the proposed approach are discussed in the paper.

关键词： Supply chain mapping Management project-based learning Commercial software

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Exploring the role of project-based learning in higher education to promote indigenous knowledge through sculpture students’ engagement with Ghanaian Adinkra symbols

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Discover Global Society 2025年第1期3卷 1-18页

作者： Boakye-Yiadom, Fredrick Donkor, Evans Kwadwo Mensah, Ronald Osei Department of Sculpture Technology Takoradi Technical University Takoradi Ghana Centre for Languages and Liberal Studies Social Development Section Takoradi Technical University Takoradi Ghana

This study explores the integration of project-based learning (PBL) within the higher education context, focusing on sculpture learners’ projects based on Ghanaian Adinkra symbols and their engagement with Indigenous Knowledge Systems (IKS). The primary aim of this research is to examine how PBL enhances sculpture learners' understanding and appreciation of Adinkra symbols while also assessing the broader impact of PBL on their interaction with indigenous knowledge systems. Sculpture learners participating in this study were tasked with developing projects that incorporated Adinkra symbols, thereby connecting their creative practice with the rich cultural narratives embodied in these symbols. Through this process, learners were not only encouraged to produce art but also to interpret, analyse, and engage with the cultural meanings and historical significance of the Adinkra symbols. A qualitative research methodology was employed, using semi-structured interviews, participant observations, and project evaluations to gather data. Findings from the study suggest that PBL significantly enhances learners' appreciation for and understanding of indigenous knowledge systems by providing them with the tools to interpret cultural artefacts within their historical and social contexts. To collaborate with indigenous communities, art educational institutions should build partnerships with local indigenous communities, cultural experts, and artisans to co-create projects and learning experiences for learners. © The Author(s) 2024.

关键词： Adinkra symbols African studies Art education Indigenous knowledge systems project-based learning

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Promoting intergenerational learning in higher education: participants' perspectives on co-management and project-based learning

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INTERNATIONAL JOURNAL OF LIFELONG EDUCATION 2025年第1期44卷 105-123页

作者： Schiller, Emese Dorner, Helga Gulyas, Barnabas Kovacs, Zsuzsa Kamanova, Lenka Pevna, Katerina Koludrovic, Morana Cosic, Ana Jelaska, Filipa Eotvos Lorand Univ Inst Res Adult Educ & Knowledge Management Budapest Hungary Mendel Univ Brno Inst Lifelong Learning Brno Czech Republic Univ Split Fac Humanities & Social Sci Split Croatia

Intergenerational (IG) practices foster understanding among diverse age groups, enhancing active ageing and social cohesion. Universities, as key stakeholders in lifelong learning, are pivotal in IG initiatives. Hence, this study investigates IG practices, rooted in project-based learning and co-management, in an international collaboration of universities. It explores participants' views on IG learning experiences, emphasising generational perspectives and institutional situatedness. The research was conducted in 2022/2023 across Central and Eastern European universities, involving 45 participants (25 older learners, 20 students). Focus group interviews were employed, using a hybrid deductive-inductive *** reveal age-related differences in IG learning perceptions: younger participants emphasised self-expression and connections, while older adults reported view changes about younger generations. project-based collaboration and effective communication were key facilitators. Institutional situatedness was also identified as a relevant perspective. Participants at Mendel University emphasised the social engagement of older adults;at E & ouml;tv & ouml;s Lor & aacute;nd University, the focus was on the choice of topics and roles;while at University of Split, there was an emphasis on fostering creativity and cooperation. The study thus underscores IG learning's complexity and advocates for inclusive IG practices in universities, leveraging project-based and co-management principles.

关键词： Intergenerational learning co-management-based learning project-based learning

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A Framework for Designing Courses by Synergizing project-based learning With Gamification

HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES

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HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2025年第1期2025卷

作者： Ishaq, Muhammad Abid, Kamran Farooq, Uzma Ishaq, Kashif Safie, Nurhizam Abid, Adnan Univ Management & Technol Sch Syst & Technol Lahore Pakistan Natl Univ Comp & Emerging Sci Dept Comp Sci Lahore Pakistan Univ Punjab Inst Elect Elect & Comp Engn Lahore Pakistan Natl Univ Malaysia Fac Informat Sci & Technol Bangi Malaysia Univ Punjab Fac Comp & Informat Technol Lahore Pakistan

The pedagogical methodologies have been influenced and improved with the help of many useful technological and other interventions. In the past, many efforts have been made to blend project-based learning (PBL) with gamification for a variety of domains. However, it is significant to construct a systematic framework of gamified project-based learning that can be used as a reference for designing and executing different courses in different educational settings. Hence, this research proposes a framework named MyGamify that comprises components including content domain, PBL, gamification, and a feedback system. This can be used as a reference framework for the instructors to design a course to be taught using PBL, augmented with gamification, for an improved learning experience. The framework has been formally validated by involving relevant experts, and it has been implemented with the help of an application that is exposed through web and mobile interfaces. Subsequently, to evaluate the effectiveness of the proposed framework, a longitudinal study has been conducted involving nearly 300 students and faculty members from two different institutions, whereby the course introduction to database systems has been redesigned accordingly and taught to the students of three different batches in the involved institutions using the following three different methods: (a) project at the end of the semester, (b) project throughout the semester, and (c) project throughout the semester blended with gamification. The data gathered by this study has been analyzed to identify the fulfillment of learning outcomes, students' involvement, and percentage of project completion. The analysis reveals that the students performed well when combining PBL with gamification. It helped improve students' involvement, better completion of projects, and better accomplishment of learning objectives by practicing the concepts throughout the semester on a well-defined project in a gamified environment.

关键词： computing education framework gamification project-based learning serious game

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Exploration of project-based learning model for digital image processing education based on design, implementation, and evaluation

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年 1-37页

作者： Hu, Te Fu, Zongmin Wang, Niya Gui, Jinbin Song, Qinghe Qian, Xiaofan Kunming Univ Sci & Technol Fac Sci 727 Jingming South Rd Kunming Yunnan Peoples R China Kunming Med Univ Affiliated Hosp 2 374 Dianmeng Ave Kunming Yunnan Peoples R China Kunming Univ Sci & Technol Fac Informat Engn & Automat 727 Jingming South Rd Kunming Yunnan Peoples R China

Digital image processing is an integral part of the computer vision field. However, traditional digital image processing teaching methods mainly focus on theoretical knowledge, lacking practical teaching content. To address this issue, this article proposes a project-based learning (PBL) model that consists of four key stages: project proposal, implementation, summary, and evaluation. Instructors design one or more digital image processing projects in the project proposal stage with specific objectives, backgrounds, content, and deliverables. During the implementation stage, students work on the projects under close guidance, applying various teaching methods such as independent learning, teamwork, and academic exchange. The summary stage involves students reflecting on and evaluating their project outcomes, challenges, and potential improvements. Finally, the evaluation stage utilizes a comprehensive, operable, impartial, and traceable system to assess project completion quality and student performance. Through case studies, this project-based learning model demonstrates how it can help students better understand the theoretical knowledge of digital image processing, apply it to practical projects, and improve their ability to apply theoretical concepts to practical operations. Ultimately, this improves teaching quality and facilitates the achievement of teaching goals.

关键词： Digital image processing project-based learning Face recognition Active learning pedagogy Knowledge application Skills development Competency development Experiential learning

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In the Service of Student Engagement: project-based learning Classrooms and Teacher Practices

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JOURNAL OF EXPERIMENTAL EDUCATION 2025年第1期93卷 38-53页

作者： Tierney, Gavin Adams, Carol Ward, Sarah Calif State Univ Fullerton Fullerton CA USA Seattle Univ Seattle WA USA Slalom Seattle WA USA Calif State Univ Fullerton Secondary Educ Fullerton CA 92831 USA

project-based learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the ways that teachers' pedagogical moves afford or constrain student engagement. We use figured worlds to examine and compare the teaching practices of four teachers. From these findings, we developed a framework of pedagogical practices to support student engagement.

关键词： Advance placement engagement instruction project-based learning qualitative

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Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning

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Discover Education 2025年第1期4卷 1-18页

作者： Sager, Marc T. Milton, Saki Walkington, Candace Department of Teaching and Learning Simmons School of Education and Human Development Southern Methodist University Dallas TX United States

This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants’ podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students’ creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields. © The Author(s) 2025.

关键词： Girls in STEM Informal science learning Minoritized girls in STEM project-based learning STEM learning Underrepresented girls

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Integrating project-based learning With Self-Regulated learning to Enhance Programming learning Motivation

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JOURNAL OF COMPUTER ASSISTED learning 2025年第2期41卷

作者： Gu, Peidi Cheng, Zui Cheng, Miaoting Poggio, John Dong, Yan Beijing Normal Univ Coll Educ Future Zhuhai Peoples R China Shenzhen Univ Fac Educ Dept Educ Technol Shenzhen Peoples R China Univ Kansas Sch Educ Lawrence KS USA Beijing Normal Univ Fac Educ Beijing Peoples R China

BackgroundToday, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and *** study evaluated an integrated pedagogical method that combined project-based learning (PBL) and Self-Regulated learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning *** study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data *** and ConclusionsThe study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction *** study pioneered the provision

关键词： computer programming higher education learning motivation project-based learning self-regulated learning

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Teachers' perception of the implementation of project-based learning in early childhood education in Indonesia project-based learning: a perspective from Indonesian early childhood educators

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COGENT EDUCATION 2025年第1期12卷

作者： Aisyah, Siti Novita, Dian Univ Terbuka Fac Educ & Teacher Training South Tangerang Indonesia

project-based learning (PjBL) is a valuable approach that promotes a love of learning, cultivates critical and creative thinking skills in children, and offers proven benefits for educators, ultimately improving early childhood education outcomes. This study aims to address the following research questions: (1) What are the perceptions of early childhood educators in Indonesia regarding the implementation of PjBL? (2) How do these perceptions differ based on educators' teaching experience and familiarity with PjBL? (3) What role does school contextualization, including infrastructure, facilities, and administration, play in effective PjBL implementation? (4) How does parental involvement influence PjBL implementation as seen by educators? To investigate these questions, this study utilizes a quantitative strategy employing a survey method. The research findings indicate that Indonesian early childhood educators possess favorable perspectives on the implementation of project-based learning (PjBL) and report beneficial teaching experiences following four years of practice. Furthermore, the study underscores the critical importance of the school context-encompassing infrastructure, facilities, and administrative support-in facilitating effective PjBL implementation. Additionally, the findings highlight the significant influence of parental involvement, wherein parents contribute to the success of children's PjBL experiences by fostering a supportive home learning environment, enhancing motivation and interest, and supplying essential resources. These findings suggest that parents play a crucial role in facilitating their children's success with PjBL. While most teachers have a positive view of PjBL, recognizing its benefits in skill enhancement, they also encounter challenges such as limited training, resources, and classroom management, which warrant further investigation. Educators with more than four years of experience with PjBL tend to view certain aspects more po

关键词： project-based learning early childhood education teacher perceptions Indonesia project-based learning early childhood education teacher perceptions Indonesia

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Social Justice in the Name of __________: Cultivating Abolitionist Visions of Justice with project-based learning

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SOCIOLOGY OF RACE AND ETHNICITY 2025年第1期11卷 100-115页

作者： de la Tierra, Albert San Francisco State Univ San Francisco CA 94132 USA

This article focusses on the creative and generative aspects of abolitionism. It presents a two-part group project-based lesson plan designed to increase students' understanding of and affinity for abolitionism by cultivating empathy, increasing comprehension of systemic issues, and inspiring them to actively pursue transformative change. At its core, the lesson plan aims to encourage students to envision and actively build alternatives to the current status quo, fostering critical analysis and transformative thinking.

关键词： abolitionism anti-colonialism anti-carceral feminism building alternatives project-based learning transformative justice

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