Abstract: It is an objective of educational reform in adapting to the societal developments of the digital intelligence era to guide students through the process of solving complex problems and cultivate their ability to address such challenges. This study analyzes the alignment between complex problem-solving skills and project-based learning in terms of skill development and instructional logic. Based on project-based learning theory and with skill cultivation as the main focus, a teaching model for fostering complex problem-solving abilities was constructed, encompassing stages such as problem comprehension, knowledge construction, inquiry and decision-making, and reflection. Through the restructuring of experimental teaching systems, this model was applied in experimental instruction. Using quasi-experimental methods, the project-based experimental teaching model was implemented and validated. Quantitative analysis results showed that students in the experimental group significantly outperformed the control group in higher-order competencies, including critical thinking, innovation, metacognition, collaboration, transferability, and complex problem solution design.