P<sup>3</sup>BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity

Ran Jiao; Jingyuan Liu

doi:doi:10.11648/j.her.20251006.17

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P³BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity

Ran Jiao

, Jingyuan Liu^*

Published in Higher Education Research (Volume 10, Issue 6)

Received: 26 October 2025 Accepted: 2 December 2025 Published: 27 December 2025

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Abstract

To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P³BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.

Published in	Higher Education Research (Volume 10, Issue 6)
DOI	10.11648/j.her.20251006.17
Page(s)	274-282
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Belt and Road Initiative, Engineering Drawing, Teaching Model, Technology Transfer, Cultural Identity

References

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[4]	Deng, L. N., Ma, J. C., Zhao, J. Research on Virtual Simulation in Civil Engineering Cartography Teaching Reform. Value Engineering, 2017, 36(03): 170-171. https://doi.org/10.14018/j.cnki.cn13-1085/n.2017.03.065
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[6]	Xiao, Z., Liu, Y. X., Deng, J. Discussion of Engineering Drawing Teaching Method in English Teaching. Education Modernization, 2017, 4(28): 178-179. https://doi.org/10.16541/j.cnki.2095-8420.2017.28.060
[7]	Tan, J. J., Sun, X. S., Lu, X. C., et al. Research on the Teaching Method of Engineering Drawing for International Students Based on the “Theory + Training + Design” Model. Journal of Science and Education, 2019, (19): 76-77. https://doi.org/10.16871/j.cnki.kjwha.2019.07.034
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[13]	Santos, E., Gonçalves, B., de Oliveira, K., et al. Project Based Learning Applied to Technical Drawing. Creative Education, 2018, 9(3): 479-496. https://doi.org/10.4236/ce.2018.93034
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APA Style

Jiao, R., Liu, J. (2025). P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. Higher Education Research, 10(6), 274-282. https://doi.org/10.11648/j.her.20251006.17

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ACS Style

Jiao, R.; Liu, J. P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. High. Educ. Res. 2025, 10(6), 274-282. doi: 10.11648/j.her.20251006.17

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AMA Style

Jiao R, Liu J. P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. High Educ Res. 2025;10(6):274-282. doi: 10.11648/j.her.20251006.17

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@article{10.11648/j.her.20251006.17,
  author = {Ran Jiao and Jingyuan Liu},
  title = {P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity},
  journal = {Higher Education Research},
  volume = {10},
  number = {6},
  pages = {274-282},
  doi = {10.11648/j.her.20251006.17},
  url = {https://doi.org/10.11648/j.her.20251006.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20251006.17},
  abstract = {To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P3BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.},
 year = {2025}
}

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TY  - JOUR
T1  - P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity
AU  - Ran Jiao
AU  - Jingyuan Liu
Y1  - 2025/12/27
PY  - 2025
N1  - https://doi.org/10.11648/j.her.20251006.17
DO  - 10.11648/j.her.20251006.17
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 274
EP  - 282
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20251006.17
AB  - To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P3BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.
VL  - 10
IS  - 6
ER  -

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Author Information

Ran Jiao

School of Mechanical Engineering, University of Science and Technology Beijing, Beijing, China

Contact Email

http://orcid.org/0000-0003-0067-6679
Jingyuan Liu

Department of Psychological and Cognitive Sciences, Tsinghua University, Beijing, China

Contact Email

http://orcid.org/0000-0003-2893-7121

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APA Style

Jiao, R., Liu, J. (2025). P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. Higher Education Research, 10(6), 274-282. https://doi.org/10.11648/j.her.20251006.17

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ACS Style

Jiao, R.; Liu, J. P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. High. Educ. Res. 2025, 10(6), 274-282. doi: 10.11648/j.her.20251006.17

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AMA Style

Jiao R, Liu J. P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity. High Educ Res. 2025;10(6):274-282. doi: 10.11648/j.her.20251006.17

Copy | Download

@article{10.11648/j.her.20251006.17,
  author = {Ran Jiao and Jingyuan Liu},
  title = {P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity},
  journal = {Higher Education Research},
  volume = {10},
  number = {6},
  pages = {274-282},
  doi = {10.11648/j.her.20251006.17},
  url = {https://doi.org/10.11648/j.her.20251006.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20251006.17},
  abstract = {To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P3BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - P3BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity
AU  - Ran Jiao
AU  - Jingyuan Liu
Y1  - 2025/12/27
PY  - 2025
N1  - https://doi.org/10.11648/j.her.20251006.17
DO  - 10.11648/j.her.20251006.17
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 274
EP  - 282
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20251006.17
AB  - To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P3BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.
VL  - 10
IS  - 6
ER  -

Copy | Download