Exploration of a PBL-Based Teaching Model for College Students' Career Planning Courses

Dan Shao

doi:10.6918/IJOSSER.202505_8(5).0037

Authors

Dan Shao

DOI:

https://doi.org/10.6918/IJOSSER.202505_8(5).0037

Keywords:

Problem-Based Learning (PBL); Career Planning; Teaching Model; Vocational Education.

Abstract

This study addresses the limitations of traditional career planning courses in higher vocational education, which prioritize knowledge transmission over competency development. Grounded in Problem-Based Learning (PBL) theory, we propose an innovative teaching model integrating industry demands, dynamic assessment, and resource coordination. The PBL framework transforms passive learning into active engagement, fostering students' career planning and problem-solving skills through authentic industry scenarios. By analyzing the implementation process of this model in vocational colleges, this research provides a theoretically grounded and practically validated framework for curriculum reform. Key mechanisms include modularized content design, role-based collaborative learning, and a three-dimensional resource support system. Findings demonstrate enhanced student participation (85% engagement rate), improved competency alignment with labor market needs (72% satisfaction), and strengthened critical thinking abilities.

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