Enhancing Students’ Innovative Abilities through Project-Based Learning in International Economics: A Case Study Approach
DOI:
https://doi.org/10.54097/0vp6ak72Keywords:
Project-Based Learning (PBL), International Economics, Innovative Ability, Teaching Reform, Practical SkillsAbstract
This study investigates the implementation of project-based learning (PBL) in the International Economics course to enhance students’ innovative abilities. Traditional teaching methods in International Economics often neglect individual student engagement and the integration of theory with real-world practice. In contrast, PBL engages students in authentic, complex projects that require the application of economic theories to practical problems. Through the construction of a comprehensive teaching resource repository, optimization of course content, development of interactive teaching models, and adjustment of the evaluation system, this study aims to foster students’ innovative thinking, practical skills, and teamwork abilities. The case study of “The Impact of Sino-US Trade Frictions on China’s Export Enterprises and Countermeasures” illustrates how PBL can effectively stimulate students’ enthusiasm, enhance their problem-solving capabilities, and promote innovative solutions. The findings indicate that PBL significantly improves students’ understanding of economic theories, their ability to apply knowledge in practical scenarios, and their overall innovative capacity. This research highlights the potential of PBL as a transformative teaching method in higher education, particularly in economics-related courses, and suggests its broader application in cultivating high-quality, innovative talents for the future workforce.
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