Project-Based Learning (PBL) has gained considerable traction in basic education as an instructional approach that fosters deeper learning, critical thinking, and interdisciplinary competencies. Despite its growing adoption, systematic evaluation of PBL implementation quality from stakeholders' perspectives remains underdeveloped, particularly regarding parental perceptions—a critical yet frequently overlooked dimension. This study addresses this gap by developing a comprehensive evaluation indicator system for PBL implementation in basic education grounded in parental perspectives. Drawing upon a multi-dimensional theoretical framework, we constructed a hierarchical indicator system comprising 5 first-level indicators (Thematic Insight, Process Reconstruction, Guarantee Assessment, Environment Creation, and Vision Guidance), 25 second-level indicators, and multiple third-level observation points, corresponding to a 25-item parental survey instrument. The system is designed to capture parents' cognition of PBL, evaluation of learning processes and curriculum needs, assessment of resource guarantees, perceptions of home-school-community collaboration, and expectations regarding cultural identity and future development. Beyond the indicator framework, we delineate a complete application protocol encompassing survey instrument development, data collection procedures, and results interpretation strategies. The indicator system offers both theoretical rigor and practical utility, serving as a diagnostic tool for school-level PBL quality monitoring, a reference for regional education policy formulation, and a framework for stakeholder engagement in educational innovation. Future research directions include empirical validation across diverse school contexts, cross-cultural adaptation, and integration with student outcome measures.

Limin Zhang, Ruichun Wang, Yinghan Chen, Xinmin Jin. Parental Perspectives on PBL Implementation in Basic Education: Developing an Evaluation Indicator System. Frontiers in Educational Research (2026), Vol. 9, Issue 9: 115-121. https://doi.org/10.25236/FER.2026.090916.

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