The Reconstruction of Project-Based Curriculum Guided by Core Literacy: Design and Effectiveness in Promoting Deep Learning in Students

Abstract

Global educational reforms increasingly prioritize core competencies, with Project-Based Learning (PBL) as a key strategy for fostering transferable, deeper learning. However, a gap remains between PBL advocacy and implementation, as projects are often seen as isolated tasks rather than integral to curriculum redesign for systemic competency development. Current research insufficiently examines how PBL can systematically serve as the core structure for curriculum reconstruction to foster core literacy and deep learning. The mechanisms and outcomes of this approach remain underexplored. This study used design-based research to implement the Core Literacy-Embedded Project Cycle (CLPC) model in an 8th-grade biology unit. A mixed-methods approach compared an intervention group (n=60) with a comparison group (n=60), using pre-post tests, scenario-based tasks, project analysis, classroom observations, and reflective journals. The reconstructed curriculum led to equivalent gains in foundational knowledge but significantly better performance in knowledge transfer and application for the intervention group. Qualitative data showed increases in metacognitive engagement, reasoning, and collaboration, alongside challenges in time allocation and teacher facilitation. This study provides the validated CLPC model, demonstrating that integrating core literacy and PBL promotes deep learning without sacrificing content mastery. It offers practical insights for educators and suggests future research into cross-disciplinary applications and long-term impact studies.