标题： 影响计算教育中教师采用基于项目的学习的因素：一项调查 显示英文标题

标题： Factors Impacting Faculty Adoption of Project-Based Learning in Computing Education: a Survey

摘要： 本研究全文探讨了影响软件工程和计算课程中计算教育者采用基于项目的学习（PjBL）的因素。 作为一种以学生为中心的教学方法， PjBL有潜力提高学生的动机、参与度、批判性思维、合作能力和解决问题的技能。 尽管有这些好处，由于缺乏机构支持、时间限制、有限的培训机会、设计或获取项目以及与课程目标对齐的挑战，教师的采用情况仍不一致。 本研究探讨了这些障碍，并调查了促进成功采用的策略和资源。 采用混合方法，通过在线调查收集了80名计算教师的数据，调查包括封闭式问题以量化障碍、促进因素和资源需求，以及开放式问题以收集定性见解。 定量数据使用统计方法进行分析，而定性回答则进行了主题分析。 结果表明，尽管PjBL被广泛重视，但其采用通常是选择性的，并受到规划和管理学习过程、设计合适的项目以及缺乏机构支持（如时间、资金和助教）的挑战的影响。 当教师能够获得同行合作、专业发展和机构激励时，他们更有可能采用或持续使用PjBL。 此外，从研究中获取项目、行业合作和向同行借用项目成为新项目的关键促进因素。 这些发现强调了需要系统支持结构，以使教师能够尝试和扩展PjBL实践。 显示英文摘要

摘要： This research full paper investigates the factors influencing computing educators' adoption of project-based learning (PjBL) in software engineering and computing curricula. Recognized as a student-centered pedagogical approach, PjBL has the potential to enhance student motivation, engagement, critical thinking, collaboration, and problem-solving skills. Despite these benefits, faculty adoption remains inconsistent due to challenges such as insufficient institutional support, time constraints, limited training opportunities, designing or sourcing projects, and aligning them with course objectives. This research explores these barriers and investigates the strategies and resources that facilitate a successful adoption. Using a mixed-methods approach, data from 80 computing faculty were collected through an online survey comprising closed-ended questions to quantify barriers, enablers, and resource needs, along with an open-ended question to gather qualitative insights. Quantitative data were analyzed using statistical methods, while qualitative responses underwent thematic analysis. Results reveal that while PjBL is widely valued, its adoption is often selective and impacted by challenges in planning and managing the learning process, designing suitable projects, and a lack of institutional support, such as time, funding, and teaching assistants. Faculty are more likely to adopt or sustain PjBL when they have access to peer collaboration, professional development, and institutional incentives. In addition, sourcing projects from research, industry partnerships, and borrowing from peers emerged as key facilitators for new projects. These findings underscore the need for systemic support structures to empower faculty to experiment with and scale PjBL practices.