P<sup>3</sup>BL Teaching Reform of Engineering Drawing for Serving the Belt and Road Initiative: A Dual-track Path of Technology Empowerment and Cultural Identity

To serve the Belt and Road Initiative (BRI) infrastructure connectivity strategy and cultivate international talents who are familiar with Chinese engineering standards and understand Chinese engineering culture, this study addresses the problems existing in the teaching of Engineering Drawing for international students from BRI partner countries, such as insufficient learning motivation, poor adaptability of teaching models, and cross-cultural cognitive gaps. It proposes a P<sup>3</sup>BL (Problem-Project-Persistence Based Learning) three-dimensional collaborative teaching model. This model uses Problem-Based Learning to activate cognitive conflicts in technical standards, Project-Based Learning to build a transformation engine for the implementation of Chinese standards, and Persistence-Based Learning to forge a craftsman bond between cognition and practice. It forms a progressive logic of cognitive activation - resilience maintenance - practical transformation and constructs a trinity talent cultivation system of technology transfer - ability development - cultural identity. Verified by teaching practice cases such as drawing of the hoist shafting for China-Europe Railway Express, this model can significantly enhance international students’ in-depth internalization of Chinese engineering standards and their ability to produce engineering drawings. It also promotes the improvement of their cross-cultural collaboration capabilities and reverse engineering reasoning thinking, and realizes the endogenous enhancement of craftsman spirit and strategic identity. This research provides a new path for the Engineering Drawing course to serve the BRI, helping to cultivate technology + culture compound international engineering talents.