Project based learning as a pathway to develop STEM curriculum design competence for preservice teachers in the Natural Science Education program

In the context of educational reform in Vietnam, developing the competence to design Science, Technology, Engineering, and Mathematics (STEM) curriculum for preservice teachers is a strategic imperative; however, a significant gap between theoretical knowledge and practical skills persists. This study was conducted to design, implement, and evaluate the effectiveness of a pedagogical intervention based on Project Based Learning (PBL) to foster this core competence for preservice teachers in the Natural Science Education program. The study employed a mixed-methods approach with an explanatory sequential design, beginning with a cross-sectional survey to assess the current situation ( n = 271), followed by a one group pre-test/post-test pre-experimental study ( n = 50) conducted with third-year students at Thai Nguyen University of Education over a 15 week course. Students’ design competence was measured by the scores of their lesson plans in the pre-test and post-test, using a detailed, validated Rubric. The results revealed a profound and highly statistically significant transformation in students’ competence, with the mean score soaring from 18.05 to 29.33 ( p < 0.001). The intervention generated an extremely large effect size (Cohen’s d = -5.758), affirming its strong practical impact. Progress was noted uniformly across all five competence domains, particularly in interdisciplinary integration and project process structuring. The study concludes that PBL is not only a suitable method but also a remarkably effective pedagogical pathway to transform theoretical knowledge into practical competence, providing a validated and scalable model for teacher education institutions.