The Application of Project-Based Learning in Emotional Decorative Painting Education

This study investigates the application and educational value of the Project-Based Learning (PBL) model in Emotional Decorative Painting (EDP) education. Traditional decorative painting teaching is predominantly technique-oriented, prioritizing skill replication over creative and emotional engagement, which restricts students’ ability to integrate emotional expression and innovative thinking into their artworks. While emotional design has been successfully applied in industrial design, brand identity, and illustration, its integration into decorative painting education remains underexplored. To address this research gap, the study combining literature analysis and project-based teaching practice, establishing theoretical foundations in decorative painting pedagogy, emotional design, and PBL strategies. Guided by the principles of problem orientation, teamwork, and student-centered exploration, the PBL model links theoretical knowledge with hands-on creative practice. Findings indicate that the implementation of PBL in EDP courses effectively enhances students’ emotional awareness, problem-solving capabilities, and design engagement, enabling them to transform abstract emotional concepts into visual expressions through collaboration and reflection. This integration of PBL marks a pivotal step in art and design educational innovation, shifting from a teacher-centered to a student-centered approach, and fostering learners’ autonomy, emotional creativity, and interdisciplinary thinking. The research contributes to theoretical enrichment and pedagogical advancement by proposing an innovative framework that integrates emotional design principles with project-based learning.