This study aims to explore the relationship between students’ learning behavior, perceptions of project-based learning (PjBL), and learning outcomes in the context of engineering education. The study presents a case study of PjBL implementation at a private university in Taiwan, offering valuable insights from the instructor’s perspective. A survey was conducted with 209 students in PjBL classes and 50 students in non-PjBL classes, focusing on six key learning indicators: learning attitude, participation attitude, academic integration, academic conscientiousness, application attitude, and satisfaction. The findings reveal that students’ self-regulated learning attitude has a significant impact on their satisfaction and application attitude, mediated by their participation attitude, academic integration, and academic conscientiousness. The study provides empirical evidence supporting the effectiveness of PjBL in enhancing self-regulated learning, student engagement, and satisfaction levels. Moreover, it suggests that fostering a self-regulated learning attitude can motivate students to actively participate in the learning process, enhance their academic integration skills, and ultimately influence their satisfaction and application attitudes. This study underscores the potential of PjBL in improving students’ employability and equipping them with the necessary skills to tackle challenges in the engineering profession. The insights gained from this research can inform educational practices and curriculum design to promote effective project-based learning experiences in engineering education. © 2023 TEMPUS Publications.
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