Abstract
The Digital Signal Processing (DSP) course serves as a core curriculum for electronic information engineering majors. Traditional DSP instruction predominantly employs a teacher-centered lecture format supplemented by simulation experiments, which fails to engage student interest or foster proactive learning, ultimately resulting in suboptimal educational outcomes. This study integrates the BOPPPS instructional framework with Collaborative Inquiry-Based Learning (CIBL) models while designing simulation-hardware experiments that seamlessly bridge virtual and hardware-based environments. By incorporating Sustainable Development Goals (SDGs)-oriented engineering case studies into Project-Based Learning (PBL) content, this approach effectively stimulates student motivation, cultivates practical skills, and enhances problem-solving capabilities. The effectiveness of these pedagogical innovations is evaluated through academic performance analysis, student surveys, and focused interviews, enabling continuous optimization of teaching plans and content. Research findings demonstrate that integrating SDG-related engineering projects significantly boosts student motivation and professional confidence. Furthermore, the BOPPPS model combined with CIBL effectively improves learning efficiency and specialized competencies among students.