Addressing the pervasive challenges of the “disconnect between learning and application” and the “separation of goals and processes” in higher education, this paper systematically examines the intrinsic coupling between Outcome-Based Education (OBE) and Project-Based Learning (PBL), arguing that the two approaches are fundamentally complementary along the “goals-process” dimension. Building on this insight, the paper constructs a theoretical framework and implementation pathway for an “OBE-PBL Integrated Teaching Model,” establishing a closed-loop teaching cycle of “backward design-forward implementation-multidimensional assessment-continuous improvement.” The paper elaborates on the theoretical foundations of the integrated model, a five-step standardized instructional design framework, a four-phase implementation pathway, strategies for transforming the role of the teacher, and a three-dimensional, multi-faceted assessment mechanism. This study aims to provide systematic theoretical support and transferable operational solutions to bridge the gap between learning and application, stimulate intrinsic motivation among students, and advance the paradigm shift in higher education from a “teacher-centered” to a “student-centered” approach.