This study presents a TRIZ-based Problem/Project-Based Learning (T-PBL) framework designed to enhance students’ practical problem-solving capabilities by integrating the structured TRIZ methodology into PBL. Recognizing the limitations of conventional PBL in guiding students through real industrial problems, the T-PBL model incorporates the DAGEV process (Define, Analyze, Generate, Evaluate, and Verify) widely adopted in industrial field, and enriches it with the ‘Empathize’ step. The course supports hands-on learning by combining theory and practice across two semesters, with active industry collaboration and funding for prototyping. Among the projects conducted in T-PBL class, 2 cases are presented. Those include the redesign of protective film cutting equipment to enhance precision and a novel approach to flash removal in rubber molding processes. The cases represented tasks derived from the specific needs of an actual company, and effective solutions were systematically developed and validated through the application of various TRIZ tools. The results underscore the importance of high-quality problem selection, collaborative engagement with industry engineers, and the instructor’s role as a facilitator. This work proposes that T-PBL, especially when integrated with AI tools, serves as a scalable and sustainable model for engineering education, equipping students with advanced creative and technical skills required in modern industry.