<![CDATA[This study investigates the effectiveness of a Technology-Assisted Project-Based Learning (TAPBL) model in teaching blood inventory management to undergraduate students in a Blood Bank Technology program. Using a quasi-experimental design, the study compared outcomes between a control group (traditional lectures) and an intervention group (TAPBL). Quantitative data were gathered through pre- and post-tests, while qualitative insights were derived from focus group discussions and reflective journals. The TAPBL group demonstrated significantly higher academic performance, with a mean post-test score improvement of 25.3 points versus 10.3 in the control group. ANCOVA results confirmed the instructional model had a statistically significant effect on learning gains. A Likert-scale survey revealed that over 90% of TAPBL students agreed that digital tools improved understanding and engagement. Thematic analysis highlighted four key benefits of TAPBL: authentic learning, collaborative problem-solving, digital fluency, and reflective practice. Students reported enhanced motivation, real-world relevance, and stronger teamwork and decision-making skills. The integration of simulations and cloud-based tools allowed learners to manage virtual inventories, forecast blood needs, and analyze stock issues, bridging the gap between theoretical concepts and practical applications. These findings suggest that TAPBL is a powerful and scalable pedagogical model for modernizing transfusion education. It not only enhances cognitive learning but also supports professional skill development and engagement, aligning well with Competency-Based Education (CBE) goals. This research provides empirical evidence that TAPBL can significantly improve the quality of blood bank education and help prepare students for the complexities of real-world healthcare environments.]]>
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