EFFECTIVENESS OF A TASK-BASED LEARNING (TBL) MODULE IN ENHANCING GOOD MANUFACTURING PRACTICE (GMP) MASTERY IN PHARMACEUTICAL ENGINEERING PROGRAMS AT CHINESE VOCATIONAL COLLEGES

Abstract

The issuance of China’s Guidelines for the Modernisation of Vocational Education by 2025, together with the Opinions on Promoting the High-Quality Development of Modern Vocational Education, underscores the urgent need to transform traditional teaching models and enhance instructional methodologies within vocational education. As a core and compulsory course for pharmaceutical engineering students in higher education institutions, Good Manufacturing Practice (GMP) plays a critical role in developing industry-ready competencies. However, existing GMP instruction remains largely reliant on conventional teaching approaches, which are often misaligned with contemporary educational reforms and evolving industrial demands. In response to this gap, the present study investigates the effectiveness of Task-Based Learning (TBL) in enhancing students’ academic performance, learning interest, and practical proficiency in GMP courses. The study considers individual student competencies and learning abilities, while also examining the challenges encountered by instructors in implementing TBL to strengthen GMP mastery in pharmaceutical engineering programs at Chinese vocational colleges. To achieve an in-depth analysis, a survey was administered to 91 undergraduate students enrolled in pharmaceutical engineering programs in China. In addition, semi-structured interviews were conducted with four instructors from two classes, each possessing a minimum of five years of teaching experience in vocational GMP courses. The findings indicate that TBL has a significant positive impact on students’ academic performance and skill development. Moreover, the results suggest that the TBL approach enhances instructional effectiveness and supports more engaging learning environments in vocational education settings. Nevertheless, the study also reveals that instructors’ pedagogical competence—particularly their ability to stimulate students’ critical thinking—plays a pivotal role in the successful implementation of TBL. Overall, this study contributes to the integration of theoretical and practical perspectives by highlighting the pedagogical value of TBL in improving GMP education within pharmaceutical engineering programs in the Chinese vocational education context.