Addressing the current phenomenon of 'separation of mind and body' in junior high school information technology education, which refers to the disconnection between knowledge transmission and physical experience as well as situational perception, guided by embodied cognition theory and implemented through project-based learning, this study integrates the three core characteristics of embodied cognition into six instructional processes of project-based learning. By constructing a project-based learning model from an embodied cognition perspective, it aims to achieve holistic physical and mental integration in teaching practices. Building upon KUDB, we innovatively proposed the E-KUDB teaching objective model. This framework enables educators to establish learning goals by emphasizing that knowledge acquisition, comprehension, skill development, and competency attainment must follow embodied pathways including bodily perception, experiential engagement, and reflective internalization. The ultimate validation of students' core competencies is achieved through systematic assessment of goal fulfillment. The final practical application through the information technology teaching case "Smart Eco-Box: IoT Data Collection and Remote Control" demonstrated that this model effectively facilitates students 'deep cognitive development through multisensory engagement, hands-on practice, and real-world scenarios. It achieves an organic integration of "doing, thinking, speaking, and acting" to enhance students' core competencies. The study provides theoretical support and practical. 

Fei Wang, Xiaohong Lan, Ying Dai. Construction and Practice of the PBL Model for Cultivating Core Information Technology Literacy in Junior High School Students from the Perspective of Embodied Cognition—Taking "Smart Eco-Box: IoT Data Collection and Remote Control" as an Example. Frontiers in Educational Research (2026), Vol. 9, Issue 5: 107-114. https://doi.org/10.25236/FER.2026.090515.

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