ARTICLE
Volume 8,Issue 7
11 March 2026
Writing Course Reform for Emerging Engineering Education: The Integration Path of Project-Based Learning (PBL) and Genre-Based Approach (GBA)
Chai Deng
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1
Chongqing College of Humanities, Science & Technology, Chongqing 401524, China,
erd 2026 , 8(2), 45–53;
https://doi.org/10.26689/erd.v8i2.14172
© 2026 by the Authors. Licensee Whioce Publishing, Singapore. 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/ )
Abstract
The development of Emerging Engineering Education requires engineering talents to possess not only solid professional capabilities but also core writing literacy such as written communication, professional text creation, and cross-domain writing expression. Project-Based Learning (PBL) takes real projects as carriers, emphasizing practice-driven learning, problem orientation and achievement implementation. The Genre-Based Approach (GBA) focuses on genre characteristics and communicative functions in specific contexts, and attaches importance to the scenario-based cultivation of students’ writing abilities. The combination of the two brings new ideas to the reform of writing courses for Emerging Engineering Education. Therefore, this paper conducts relevant explorations on the integration of PBL and GBA, aiming to promote the better adaptation of writing course teaching to the requirements of Emerging Engineering Education development.
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