Fostering students’ critical thinking skills is an urgent issue that requires immediate attention. One viable solution to address this is the implementation of project-oriented problem-based learning (POPBL) through the SR-STEM project. This research aims to describe the implementation, effectiveness, and student perception of the POPBL model through the SR-STEM project in enhancing critical thinking skills in renewable energy materials. The study adopts a quasi-experimental design with a non-equivalent control group. The participants are 74 senior high school students in the academic year 2022/2023. Data collection employs observation sheets, written tests, and questionnaires. The data are analyzed descriptively and inferentially and using confirmatory factor analysis. The key findings of the study are as follows: (1) the model demonstrates a high level of feasibility; (2) the learning model effectively improves students’ critical thinking skills; and (3) the learning model exhibits a positive correlation with student achievement, perceived control, and affective perception. This research suggests introducing innovative learning approaches to enhance students’ critical thinking skills, particularly in renewable energy materials, to promote Education for Sustainable Development. Moreover, it highlights the significance of considering factors that influence the effective implementation of lessons.

培养学生的批判性思维能力是一个紧迫的问题，需要立即关注。解决这个问题的一个可行的解决方案是通过 SR-STEM 项目实施面向项目的基于问题的学习 (POPBL)。本研究旨在通过 SR-STEM 项目描述 POPBL 模型的实施、有效性和学生对增强可再生能源材料批判性思维技能的看法。该研究采用准实验设计，设置非等效对照组。参与者为2022/2023学年的74名高中生。数据收集采用观察表、笔试和问卷。对数据进行描述性和推理性分析，并使用验证性因素分析。研究的主要结论如下：（1）模型具有较高的可行性； （2）学习模式有效提高学生的批判性思维能力； (3)学习模式与学生成绩、感知控制和情感感知呈正相关。这项研究建议引入创新的学习方法来增强学生的批判性思维能力，特别是在可再生能源材料方面，以促进可持续发展教育。此外，它强调了考虑影响课程有效实施的因素的重要性。