The Mediating Role of Academic Stress in the Effect of Problem- and Project-Based Learning on Student Innovation: Evidence from Art and Design Education

Information from the abstract

This research investigates how problem- and project-based learning (PPBL) enhances students’ learning innovation and reduces academic stress. Data were collected from 587 students who participated in PPBL activities as part of their academic curriculum. Structural equation modeling (SEM) and Hayes’s mediation analysis were employed to test the proposed hypotheses. The findings reveal that the integration of PPBL into liberal arts and design courses positively influences students’ learning innovation while reducing their academic stress. Furthermore, academic stress plays a significant mediating role in the relationship between PPBL and students’ innovative performance. These results suggest that art and design courses can effectively foster students’ creativity and innovation through the application of PPBL. The findings also indicate the importance of developing attractive and industry-relevant curricula that enhance students’ innovative capabilities and equip them with skills and knowledge aligned with evolving educational and labor market demands. This research contributes to constructivist learning theory by demonstrating the role of PPBL in promoting innovation and reducing academic stress among students. The study offers practical implications for educators and policymakers in designing curricula that support creativity, innovation, and competitiveness while incorporating skills that are increasingly valued by employers, particularly in the tourism and creative industries.

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Related topics: Problem and Project Based Learning · Higher Education and Employability · Creativity in Education and Neuroscience