Volume 4,Issue 1
Construction and Practical Research on the Problem-Based Learning (PBL) Teaching Model for the Investment Banking Course in the Digital Context
Traditional instruction in Investment Banking courses often relies on outdated case studies and lacks sufficient alignment with real-world professional practices. In response, this study constructs and empirically validates a digital-integrated Problem-Based Learning (PBL) framework tailored to the pedagogical characteristics of Investment Banking education. Guided by the principle of aligning problem orientation with technological facilitation to enhance competency development, the proposed model incorporates syllabus optimization, instructional pathway design, and the integration of digital teaching resources. A questionnaire-based empirical evaluation demonstrates statistically significant improvements in students’ learning engagement, knowledge retention, and applied professional competencies. The findings not only verify the effectiveness of the proposed framework but also provide a replicable and scalable approach for advancing digital pedagogy and applied talent cultivation in finance-related disciplines.
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