As a key research base for humanities and social sciences designated by China's Ministry of Education and a national key research base for textbook development, the Institute of Curriculum and Instruction at East China Normal University is committed to sharing China's educational experience with the world. In recent years, the Institute has invited internationally influential scholars and experts to engage in dialogue on China's curriculum reform. These efforts led to the launch of China's first English-language book series devoted specifically to "Curriculum Reform and School Innovation in China."
The series is co-edited by Professor Cui Yunhuo, Professor Chen Shuangye, and Lee Shulman, former president of the American Educational Research Association (AERA) and professor emeritus at Stanford University. Associate Professors Wang Tao and Shi Yuchen serve as Executive Editors. The series is published in collaboration with the internationally renowned Springer Group ( https://www.springer.com/series/15932 ). Five volumes have been published to date, continuing to share the story of China's curriculum reform with readers around the world.
Volume 5
Localization and Quality Assessment of Project-Based Learning in China
Written by Dr. Xia Xuemei, the fifth volume, Localization and Quality Assessment of Project-Based Learning in China , was published in 2025. Drawing on practical quality standards and representative cases, explanatory guidance, and teaching support, the book develops testable and verifiable quality standards grounded in constructivist theory. In doing so, it addresses widely shared concerns in the fields of project-based learning (PBL) and competency-oriented teaching.
Overview
The book offers a systematic assessment of the quality of project-based learning (PBL) and proposes a diagnostic framework for evaluating project design and implementation. It identifies key features that may vary depending on how PBL is implemented. Drawing on sustained exploration in China, the volume puts forward a competency-based instructional framework with potential for international application, while seeking to address shortcomings in Chinese education. It also clarifies the scope and limitations of project-based learning design to promote professional learning through practice. By engaging with PBL from multiple perspectives, education practitioners can strengthen their professional capabilities and critically reflect on its impact on students' learning processes.
The series is currently open to submissions of theoretical or empirical monographs by individual authors or co-authors, as well as edited collections. It plans to publish three volumes each year, continuing to share China's experiences in curriculum reform with the world.