DEVELOPMENT OF A PROJECT-BASED LEARNING MODEL FOR ENHANCING NOVICE INSTRUCTORS’ INSTRUCTIONAL COMPETENCES AT PRIVATE UNIVERSITIES IN HENAN PROVINCE, CHINA

The aim of this research was to develop a Project-Based Learning (PBL) model to enhance novice instructors’ instructional competences in private universities of Henan Province, China. The study examined instructors’ current competence levels, investigated the relationships between PBL dimensions and instructional competences, designed a PBL-based training model, and evaluated its effectiveness through pre- and post-implementation comparisons. A mixed-methods approach was adopted. Data were collected from 351 novice instructors across three private universities via a structured questionnaire, and a four-month training program based on the model was implemented with 40 novice instructors at Zhengzhou Technology and Business University during the 2024–2025 academic year. The findings indicated that instructional competences comprise five dimensions: course design skills, classroom management, interaction and communication, assessment and feedback, and instructional innovation. Overall, the results validated the model, demonstrated its effectiveness in strengthening instructional competences, and suggested its value for improving teaching quality and institutional competitiveness; therefore, the PBL model is recommended for wider adoption in other private universities in Henan Province and beyond.