The rapid evolution of financial technology (FinTech) necessitates continuous innovation in higher education curricula, particularly in areas like digital currency. Traditional teaching methods often struggle with outdated content, insufficient practical application, and low student engagement. This study explores the implementation of a project-driven teaching reform in the "Digital Currency" course within a FinTech undergraduate program. The reform involved restructuring learning objectives, updating course content to include central bank digital currencies (CBDC) and blockchain programming, and adopting a project-based learning (PBL) methodology complemented by case studies and group collaboration. A new assessment system focusing on process and outcomes was also introduced. The reformed course was piloted in the Fall 2024 semester. Results from student surveys and project evaluations indicate a significant increase in student satisfaction (from 78% to 92%), enhanced quality of project outputs, and improved classroom dynamism. This case study concludes that the project-driven model effectively bridges the gap between theory and practice, fostering practical skills and innovative thinking. It offers a replicable pathway for enhancing FinTech education and suggests future directions, including expanding the model to other courses and strengthening industry-academia collaboration.

Gulijianati Tuheti. Project-Based Learning in Digital Currency Education: A FinTech Curriculum Reform Case Study. Frontiers in Educational Research (2025), Vol. 8, Issue 12: 131-135. https://doi.org/10.25236/FER.2025.081219.

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