<![CDATA[Distance teacher education is increasingly expected to develop not only pedagogical competence but also educators’ capacity to address issues of equity, inclusiveness, and innovation in digitally mediated environments. Project-Based Deep Learning (PjBDL) offers a promising approach by integrating authentic tasks, reflective inquiry, and collaborative problem-solving; however, existing evidence remains fragmented across key constructs, including assessment literacy, learner engagement, self-regulated learning (SRL), and digital literacy. This study presents a PRISMA-informed mini scoping review and conceptual synthesis of 28 empirical studies examining project-based, problem-based, blended, and deep-learning-oriented instructional designs in higher and teacher education contexts. The review identifies four converging patterns. First, project-based and blended designs can enhance digital and pedagogical competencies, although outcomes depend on scaffolding and institutional conditions. Second, engagement emerges as a multidimensional mechanism linking instructional design to learning outcomes. Third, SRL functions as a regulatory process that sustains deep learning through planning, monitoring, and reflection. Fourth, assessment literacy and digital literacy are essential but frequently under-integrated within instructional designs. Based on these findings, the study proposes a theoretically grounded PjBDL tutorial model that positions engagement as a participation mechanism, SRL as a regulatory engine, assessment literacy as an applied deep learning outcome, and digital literacy as enabling pedagogical infrastructure. The model advances distance teacher education by framing global justice and innovation as explicit design commitments, emphasizing equitable participation, ethical digital engagement, and context-responsive pedagogy.]]>
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