Problem-Based Learning and Capstone Course Teaching Strategies for University Social Responsibility: The Case of a Packaging Design Course

Abstract

Most design courses in Taiwanese universities still follow the traditional teaching methods that cannot address the complex and interdisciplinary problems of the real world. In response to this, this study tries to integrate problem-based learning and capstone course approaches with university social responsibility to packaging design courses. It expects the hybrid teaching model will allow third-year college students to gain problem-solving skills, practical experience, and awareness of social responsibility in the design process. Therefore, this paper aims at addressing the following purposes: (1) explore each teaching approach’s features and the influence on design education; and (2) identify the implementation process for the new hybrid teaching method. This study uses qualitative research to obtain primary information, including authors’ observation and reflection and semi-structured interviews with 12 students and four clients. After three years of data collection and analysis, this study validates that the hybrid teaching method is suitable for design education and proposes a seven-stage implementation model applied to professional design courses. Adjustment according to the needs of different fields, providing a reference for teachers’ future curriculum planning and practice is included.