Qiupu Jiang /Afr.J.Humanit.&Soc.Sci. 4(1) (2024) 1-13 Page 1 of 13 Volume 4, Issue 1, February 2024 Received : 07 September 2023 Accepted : 15 January 2024 Published : 05 February 2024 doi: 10.51483/AFJHSS.4.1.2024.1-13 Article Info A bstract In recent years, Project-Based Learning (PBL) has emerged as a significant initiative in the context of educational reforms, providing new potential for the education sector in China. The Ministry of Education has issued several guidelines to facilitate the integration of PBL in primary, secondary, and higher education institutions. Based on John Dewey's pragmatic philosophy, PBL encourages students to actively engage in collaborative learning, problem-solving, and real-world applications, fostering critical thinking and innovation. Compared to traditional classroom teaching, Problem-Based Learning (PBL) places learning in context, providing students with opportunities to apply acquired knowledge and skills. Consequently, PBL is deemed an effective approach for enhancing students’ overall literacy, academic achievements, and self-guided learning abilities, which prepares them for future careers. Nonetheless, PBL poses challenges. Investigating the localisation of PBL in the Chinese educational context holds significant theoretical and practical value for advancing educational modernization in the new era. The current educational environment confronts numerous challenges in implementing reforms and fostering innovation. Utilizing CiteSpace, the research findings indicate that PBL has emerged as a focal point in educational research, gaining considerable attention both nationally and internationally. Its research domains are diverse, reflecting the multifaceted nature of PBL. In the national setting, research on PBL has made significant advancements, yet clear boundaries remain. Subsequently, forthcoming research in China might delve into the amalgamation of teacher education, multidimensional assessment of student abilities, and the broadening of PBL into broader subject areas. * Corresponding author: Qiupu Jiang, Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China. E-mail: Ceciliajiang1998@outlook.com Knowledge Landscape and Trend Analysis of Project-Based Learning Education Research in the Last Decade: A CiteSpace Bibliometric Study Qiupu Jiang 1* 1 Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China. E-mail: Ceciliajiang1998@outlook.com Qiupu Jiang /Afr.J.Humanit.&Soc.Sci. 4(1) (2021) 1-13 https://doi.org/10.51483/AFJHSS.4.1.2024.1-13 ISSN: 2789-3413 © 2024 Qiupu Jiang. This is an open access article under the CC BY license (https: / / creativecommons.org/ licenses/ by/ 4.0/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. African Journal of Humanities and Social Sciences Publisher's Home Page: https:/ / www.svedbergopen.com/ Review Article Open Access SvedbergOpen DISSEM INATION OF KNOW LEDGE 2789-3413/ © 2024. Qiupu Jiang. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Keywords: Project-Based Learning, Literature Analysis, CiteSpace 1. Introduction 1.1. Research Background Project-Based Learning has gained widespread attention in academic and educational circles as an innovative educational approach rooted in John Dewey’s pragmatist philosophy. This approach involves active iD