Abstract—Over the years, Hakka culture in Taiwan has evolved into a globally recognized cultural phenomenon, with Taiwan at its core—thanks to active government promotion and collaboration with local communities. However, due to the geographic concentration of Hakka populations in both northern and southern Taiwan, variations in floral symbols and their associated meanings have emerged, sometimes leading to confusion in cultural identity. This study adopts the Problem-Based Learning (PBL) model within a design curriculum, enabling students to apply ethnographic research methods to investigate the floral culture of the Liudui Hakka communities in southern Taiwan. Students also utilize the KJ method to clarify design problems and synthesize cultural insights into practical solutions. In addition, the course incorporates semiotic analysis to interpret the aesthetic and symbolic layers of the Hakka flower (Magnolia coco) through three dimensions: External Beauty, Behavioral Beauty, and Inner Beauty. These insights are then translated into product design elements. Based on statistical analysis of course outcomes, the study finds that the PBL-driven process effectively enhances students' abilities to collect and interpret cultural knowledge, develop design strategies through creative thinking, and ultimately produce a wooden cutting board that reflects the cultural symbolism of the Liudui Hakka flower. 
 

Keywords—higher education, Problem-Based Learning (PBL), design courses, Liudui Hakka, Hakka Flower (Magnolia coco), wooden cutting boards, cultural and creative product design

Cite: Ming-Feng Wang, "From Concept to Practice: The Effectiveness and Study of Problem-Based Learning (PBL) in Higher Education Design Courses," International Journal of Learning and Teaching, Vol. 11, No. 5, pp. 262-267, 2025.

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