Applying the Project-Based Learning Model within the CDIO Framework to the Course Methods of Research and Teaching Vietnamese History

Abstract

This paper explores the application of the Project-Based Learning (PBL) model within the CDIO (Conceive–Design–Implement–Operate) framework in the course Methods of Research and Teaching Vietnamese History. The study aims to enhance students’ active learning capacity and teaching competence by creating authentic learning products. Based on the seven-step process of PBLWorks’ Gold Standard model, the paper outlines the implementation stages, including project design, standard alignment, team culture development, activity management, knowledge scaffolding, learning assessment, and consultation. The project required students to design a complete teaching product—consisting of a project logbook, poster, presentation file, and teaching model—throughout the semester under continuous instructor guidance. The findings indicate that applying PBL within the CDIO framework not only transforms students’ learning attitudes from passive to proactive but also strengthens their teamwork, problem-solving, and creativity skills. For instructors, it fosters professional growth and innovation in teaching practice. Despite specific challenges such as time management and resource allocation, this approach demonstrates strong potential for improving both learning outcomes and teaching quality in higher education, especially in pedagogical training programs.