Abstract
The integration of production and education represents a common paradigm for vocational education development globally. In this study, project-based teaching serves as a crucial pedagogical model. However, the manifestation of this model in Chinese undergraduate vocational institutions has yet to reach the desired state of integration. The objective of this research is to advance the concept, service model, and platform framework for project-based teaching service design through empirical research by utilizing the Double-Diamond process of service design. The aim is to address service pain points for stakeholders against the backdrop of project-based teaching with the integration of production and education, thereby enhancing service qualvrt[ity. Five critical areas were identified, leading to the proposition of service concepts such as platforms for information communication, fund management, teaching management, auditing/evaluation management, and promotion management. The effectiveness and recommendation levels of the digital service concepts were validated via a Net Promoter Score survey involving 100 stakeholders. This research features targeted discussions and suggestions regarding a conceptual digital service platform. The five service concepts derived from this research may serve as specific digital designs for applications and evaluations of project-based teaching.
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