Abstract

This study investigates the application of project-based learning (PBL) in higher education design courses, focusing on its effectiveness through two distinct case studies involving brand design projects. The research was conducted at a private higher institution (PrHI) and a public higher institution (PuHI), each employing PBL in different contexts and durations. The findings indicate that PBL significantly enhances student engagement, motivation, and practical skills by involving students in real-world design problems. At the PrHI, the project spanned two and a half months, allowing for individual in-depth exploration, while at the PuHI, a shorter one-month project emphasized group collaboration and rapid iteration. The teachers played a crucial role as facilitators, providing guidance and feedback, while external partners enriched the learning experience with professional insights. Despite the challenges, such as resource-intensive support and the complexity of aligning academic assessments, PBL proved to be a versatile and effective teaching strategy. Furthermore, it provides a structured methodology involving five steps: (1) getting an idea, (2) designing the project, (3) detailing the project, (4) doing the project, and (5) showcasing the project. The study underscores the adaptability of PBL and its potential to bridge the gap between academia and professional practice, advocating for its broader implementation in design education.