International Journal of Modern Education and Computer Science (IJMECS)
IJMECS Vol. 17, No. 6, 8 Dec. 2025
Cover page and Table of Contents: PDF (size: 2008KB)
A Structured Project-Based Learning Pedagogy to Bridge the Theory–Practical Gap in Blockchain Education
PDF (2008KB), PP.76-96
Views: 0 Downloads: 0
Author(s)
Rachana Yogesh Patil
1,*
Rahul Kulkarni
2,3
Index Terms
Blockchain Education, Project-Based Learning (PBL), DApp Development, Smart Contracts, Outcome-Based Education, Engineering Pedagogy
Abstract
Traditional educational institutions prioritize theoretical education over hands-on practical skills which produce a gap between classroom learning and industry requirements particularly in the fast-growing blockchain sector. A structured case study demonstrates how Project-Based Learning (PBL) was implemented in an undergraduate engineering course which focused on blockchain technology. The educational approach evolved through four stages that combined theoretical instruction with collaborative solution creation and DApp programming and assessment evaluation. Performance metrics from students including testing coverage, GitHub contributions, documentation quality and research paper output are carefully analyzed through algorithmic guidance of each phase. The paper demonstrates the development of teaching methods through traditional practices and outcome-based instruction up to project-based learning supported by visual timeline comparisons. Student feedback demonstrates that the education methods led to enhanced technical abilities together with teamworking and increased student confidence. The case study demonstrates how PBL functions as an educational connection between academic learning and practical blockchain development needs because most teams (over 75%) finished functional DApps alongside several groups producing research suitable for publication.
Cite This Paper
Rachana Yogesh Patil, Rahul Kulkarni, "A Structured Project-Based Learning Pedagogy to Bridge the Theory–Practical Gap in Blockchain Education", International Journal of Modern Education and Computer Science(IJMECS), Vol.17, No.6, pp. 76-96, 2025. DOI:10.5815/ijmecs.2025.06.06
Reference
[1]Gaivoronskii, D.V., Kutuzov, V.M. and Minina, A.A., 2017, November. Digital transformation of engineering education. In 2017 IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations)(SPUE) (pp. 3-6). IEEE.
[2]Yakovenko, I., Kulumbetova, L., Subbotina, I., Zhanibekova, G. and Bizhanova, K., 2019. The blockchain technology as a catalyst for digital transformation of education. Technology, 10(01), pp.886-897.
[3]Darling-Hammond, L., 2009. Teaching and educational transformation. Second international handbook of educational change, pp.505-520.
[4]Etherington, M., 2019. The Challenge with educational transformation. Journal of Culture and Values in Education, 2(1), pp.96-112.
[5]Deore, S., Bachche, R., Bichave, A. and Patil, R., 2021, June. EHR-Sec: a blockchain based security system for electronic health. In International Conference on Soft Computing and Signal Processing (pp. 295-303). Singapore: Springer Nature Singapore.
[6]Mentzer, K., Frydenberg, M. and Yates, D.J., 2020. Teaching applications and implications of blockchain via project-based learning: A case study.
[7]Xing, Z. and Chen, Z., 2022. A project-based approach for learning blockchain technology. Procedia Computer Science, 214, pp.581-589.
[8]Smirnova, E. and Vatolkina, N., 2018. Teacher training in Engineering education: search for new pedagogical approaches. In INTED2018 Proceedings (pp. 6240-6247). IATED.
[9]Loftus, S. and Higgs, J., 2005. Reconceptualising problem-based learning in a Vygotskian framework. Focus on Health Professional Education: A Multi-Professional Journal, 7(1), pp.1-14.
[10]Kolb, D.A., 2013. The process of experiential learning. In Culture and processes of adult learning (pp. 138-156). Routledge.
[11]Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT press.
[12]Matriano, E.A., 2020. Ensuring Student-Centered, Constructivist and Project-Based Experiential Learning Applying the Exploration, Research, Interaction and Creation (ERIC) Learning Model. International Online Journal of Education and Teaching, 7(1), pp.214-227.
[13]Dobre, I., 2015. Learning Management Systems for higher education-an overview of available options for Higher Education Organizations. Procedia-social and behavioral sciences, 180, pp.313-320.
[14]Lantada, A.D., 2020. Engineering education 5.0: Continuously evolving engineering education. International journal of engineering education, 36(6), pp.1814-1832.
[15]Kirkwood, A. and Price, L., 2014. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), pp.6-36.
[16]Baartman, L.K. and De Bruijn, E., 2011. Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational research review, 6(2), pp.125-134.
[17]Leung, K., Trevena, L. and Waters, D., 2014. Systematic review of instruments for measuring nurses' knowledge, skills and attitudes for evidence‐based practice. Journal of advanced nursing, 70(10), pp.2181-2195.
[18]Gulati, S., 2008. Technology-enhanced learning in developing nations: A review. The International Review of Research in Open and Distributed Learning, 9(1).
[19]Shaheen, S., 2019. Theoretical perspectives and current challenges of OBE framework. International Journal of Engineering Education, 1(2), pp.122-129.
[20]Bennett, R.E., 2011. Formative assessment: A critical review. Assessment in education: principles, policy & practice, 18(1), pp.5-25.
[21]Sukackė, V., Guerra, A.O.P.D.C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A. and Brose, A., 2022. Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), p.13955.
[22]Borse, M., Shendkar, P., Undre, Y., Mahadik, A. and Patil, R.Y., 2022. A review of blockchain consensus algorithm. Expert Clouds and Applications: Proceedings of ICOECA 2022, pp.415-426.
[23]Fleener, M.J., 2022. Blockchain Technologies: A Study of the Future of Education. Journal of Higher Education Theory & Practice, 22(1).
[24]Bisoyi, A.P. and Patil, R.Y., 2023, February. A smart contracts based approach for the E-commerce Platforms. In 2022 OPJU International Technology Conference on Emerging Technologies for Sustainable Development (OTCON) (pp. 1-6). IEEE.
[25]Xing, Z. and Chen, Z., 2022. A project-based approach for learning blockchain technology. Procedia Computer Science, 214, pp.581-589.
[26]Lee, T., 2022. Blockchain and Cryptocurrency Distributed Testing Methods. International Journal of Internet, Broadcasting and Communication, 14(1), pp.1-9.
[27]Panadero, E. and Jonsson, A., 2013. The use of scoring rubrics for formative assessment purposes revisited: A review. Educational research review, 9, pp.129-144.
[28]Ocheja, P., Agbo, F.J., Oyelere, S.S., Flanagan, B. and Ogata, H., 2022. Blockchain in education: A systematic review and practical case studies. IEEE Access, 10, pp.99525-99540.
[29]Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum Associates.