An Enhanced Framework for Sustainable Education using Project-Based Learning

This study proposed a Project-Based Learning (PBL) Framework in software engineering education by shifting from traditional, exam-heavy assessments to a project-driven evaluation.By increasing the CLO3 weightage from $40 \%$ to $60 \%$,this framework emphasized on industry relevant skills rather than theoretical.This study conducted over two semesters with 100 students(Each Semester,n=50 Students) at Independent University Bangladesh, the study demonstrates significant improvements in learning outcomes, with overall CLO achievement rising from $28 \%$ to $96 \%$.Notably,CLO3, measuring application and analysis skills, improved by $54 \%$, indicating enhanced industry preparedness.A statistical analysis, including ANOVA and regression, confirms a strong correlation between PBL and skill development.The transition to a $60 \%$ project-based assessment enhances student engagement and critical competencies for the industry while fostering research contributions.The new PBL framework fosters lifelong learning, adaptability, and interdisciplinary collaboration which aligns with sustainable education principles.By bridging theory and practice,this approach enhances student engagement and contributes to longterm productivity, making PBL a sustainable and impactful model for engineering education.