Abstract

In recent years, Project-Based Learning (PBL) has emerged as a significant initiative in the context of educational reforms, providing new potential for the education sector in China. The Ministry of Education has issued several guidelines to facilitate the integration of PBL in primary, secondary, and higher education institutions. Based on John Dewey's pragmatic philosophy, PBL encourages students to actively engage in collaborative learning, problem-solving, and real-world applications, fostering critical thinking and innovation. Compared to traditional classroom teaching, Problem-Based Learning (PBL) places learning in context, providing students with opportunities to apply acquired knowledge and skills. Consequently, PBL is deemed an effective approach for enhancing students’ overall literacy, academic achievements, and self-guided learning abilities, which prepares them for future careers. Nonetheless, PBL poses challenges. Investigating the localisation of PBL in the Chinese educational context holds significant theoretical and practical value for advancing educational modernization in the new era. The current educational environment confronts numerous challenges in implementing reforms and fostering innovation. Utilizing CiteSpace, the research findings indicate that PBL has emerged as a focal point in educational research, gaining considerable attention both nationally and internationally. Its research domains are diverse, reflecting the multifaceted nature of PBL. In the national setting, research on PBL has made significant advancements, yet clear boundaries remain. Subsequently, forthcoming research in China might delve into the amalgamation of teacher education, multidimensional assessment of student abilities, and the broadening of PBL into broader subject areas.

Keywords: Project-Based Learning, Literature Analysis, CiteSpace