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Volume 10,Issue 8

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22 October 2025
The Construction of Knowledge Base in Project-Based Learning Research ——A Cite Space Visualization Study​
Gaoyu Xu
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1 College of Education Fuyang Normal University, Fuyang 236000, Anhui Province, China,
JCER 2025 , 9(9), 38–49; https://doi.org/10.26689/jcer.v9i9.11692
© 2025 by the Authors. Licensee: Bio-Byword Scientific Publishing Pty Ltd, Australia. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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Abstract

The Opinions on Comprehensively Deepening Curriculum Reform to Fulfill the Fundamental Task of Strengthening Moral Education issued by the Ministry of Education in 2015 explicitly identified Project-Based Learning (PBL) as a pivotal approach for cultivating core competencies, leading to its widespread pilot implementation in primary and secondary schools with expanding influence. Examining the intellectual foundations of PBL research in China contributes to a deeper understanding of its theoretical and practical dimensions. Using Cite Space to analyze 156 PBL-related articles from the CSSCI database reveals that the knowledge base is primarily constructed from two domains:1.Theoretical foundation—Cited authors and literature focus on PBL's conceptual framework and value, encompassing interdisciplinary PBL, core competency development, and educational objectives； 2.Empirical studies—Key references emphasize case studies across K-12 education, general high schools, and tertiary education. In the future, project-based learning should delve into exploring the connotation and value of project-based learning from a dual-subject comprehensive perspective, conduct case studies on project-based learning in vocational education, and promote interdisciplinary integration of core competencies through project-based learning.

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