To meet the needs of a knowledge-based society, the education system is in the midst of a rapid change. In tandem with the fifth industrial revolution, the emergence of inter-disciplinary engineering education has led to the convergence of numerous disciplines, necessitating a thorough discussion on the future of engineering education. To meet this demand, new interactive modules that are trans-disciplinary, interactive, and market-driven must be developed. It is widely acknowledged that project-based learning is a viable method for improving student learning in higher education institutions. This chapter discusses the use of project-based learning in the teaching of design skills to engineering students at Oxford Brookes University (OBU) in the UK. As a case study, a comprehensive explanation of how project-based learning (PBL), combined with constructive alignment and a blended learning approach, has been applied in ENGR6024: Advanced Control, a third-year module for the Mechanical Engineering Design degree programme, has been provided. In the case of the module assessment, the findings indicate that the module has been designed in an effective manner and offers an efficient mechanism for developing a wide range of abilities, including problem-solving, creativity, teamwork, and presenting skills.