The Mediating Role of Academic Stress in the Effect of Problem- and Project-Based Learning on Student Innovation: Evidence from Art and Design Education

Li Tan; Tassanee Laknapichonachat; Junaidi Junaidi

doi:10.48161/qaj.v6n3a2460

Authors

Li Tan Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand; https://orcid.org/0000-0001-5961-0450
Tassanee Laknapichonachat Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand; https://orcid.org/0009-0000-3600-559X
Junaidi Junaidi Department of Accounting, Universitas Muhammadiyah Palopo, Palopo, Sulawesi Selatan 91911, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v6n3a2460

Keywords:

Problem- and project-based learning (PPBL), Academic stress, Learning innovation, Constructivist learning theory, Higher education, China, Structural equation modelling, Mediation analysis, Art and design education, Student creativity.

Abstract

This research investigates how problem- and project-based learning (PPBL) enhances students’ learning innovation and reduces academic stress. Data were collected from 587 students who participated in PPBL activities as part of their academic curriculum. Structural equation modeling (SEM) and Hayes’s mediation analysis were employed to test the proposed hypotheses. The findings reveal that the integration of PPBL into liberal arts and design courses positively influences students’ learning innovation while reducing their academic stress. Furthermore, academic stress plays a significant mediating role in the relationship between PPBL and students’ innovative performance. These results suggest that art and design courses can effectively foster students’ creativity and innovation through the application of PPBL. The findings also indicate the importance of developing attractive and industry-relevant curricula that enhance students’ innovative capabilities and equip them with skills and knowledge aligned with evolving educational and labor market demands. This research contributes to constructivist learning theory by demonstrating the role of PPBL in promoting innovation and reducing academic stress among students. The study offers practical implications for educators and policymakers in designing curricula that support creativity, innovation, and competitiveness while incorporating skills that are increasingly valued by employers, particularly in the tourism and creative industries.

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