Project-Based Learning via the BROSING Model: Boosting Article Publication Rates among University Students

Abstract

Many university students struggle with the complexities of scientific writing, which can lead to low publication rates. While Project-Based Learning (PjBL) is effective, specific frameworks to guide the technical publication process are scarce. This study empirically investigates the impact of the PjBL-integrated BROSING model—comprising Bibliographic exploration (B), Research synthesis (R), Objective examination (O), Study analysis (S), Idea generation (I), Narrative development (N), and Goal-driven publishing (G)—on enhancing students’ scientific article output. A multi-site, single-group pre-test/post-test study was conducted with 142 undergraduate students across four universities in the Riau Islands, Indonesia. Data were collected via a validated perception questionnaire and performance-based writing tests, which were analyzed using paired samples t-tests. Results showed a significant increase in scientific writing scores, with the mean rising from a baseline. Beyond score improvements, the intervention successfully narrowed the proficiency gap and facilitated the publication of 36 scholarly articles in national journals and proceedings. These findings strongly suggest that the BROSING model fosters systematic writing habits and reduces the publication barrier by providing a structured, digitalized pathway for students to transition from readers to published authors. This model is highly recommended for higher-education curricula to boost institutional research productivity and students’ academic identity.