Project-Based Learning : Best Practices in China’s K-12 Education
Overview & Synopsis
Project-Based Learning (PBL) in China’s K-12 system bridges competency-based learning with exam requirements by fostering critical 21st‑century skills while maintaining academic alignment. The study identifies key best practices and alignment features that enable effective and scalable PBL implementation in high-stakes education contexts.
Indexed from repository: World Bank Documents & Reports
(
documents.worldbank.org)
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Document Information
| Document Title | Project-Based Learning : Best Practices in China’s K-12 Education |
|---|---|
| Author / Organization | Miyamoto, Koji, Shen, Wushuang, Crawford, Elizabeth Outlaw |
| Subject & Discipline | Tertiary Education |
| Categories | Economics & Development |
| Publication Year | 2026 |
| License / Rights | Creative Commons Attribution 4.0 (CC BY 4.0) |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
World Bank Documents & Reports
(documents.worldbank.org)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-77059 |
| Original Source Link | Visit Source Page on documents.worldbank.org » |