Abstract

The effectiveness of Project-Based Learning (PBL) in higher education has garnered significant attention globally, yet limited research explores its application in the context of innovation and entrepreneurship education in China. This study investigates the challenges and opportunities of implementing PBL in Chinese innovation and entrepreneurship courses through the lens of Engeström’s Activity Theory. Semi-structured interviews with faculty members reveal key tensions, including cultural differences in educational philosophies, inconsistent use of digital tools, and the absence of standardized evaluation frameworks. In response, strategic recommendations such as cultural adaptation, shared digital resources, and a phased PBL framework are proposed. These findings highlight the importance of cultural sensitivity, structured flexibility, and academic leadership in optimizing PBL implementation. The study offers valuable insights for curriculum design, pedagogical strategies, and institutional policies aimed at enhancing student engagement and entrepreneurial preparedness.

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