The purpose of this study is to develop a Project-Based Learning (PBL) program aligned with the “Sustainable Convergent Engineering” content area of the 2022 revised high school Technology and Home Economics curriculum. To achieve this purpose, the PDI (Preparation–Development–Implementation) instructional design model was applied, and the study was conducted through three stages: preparation, development, and implementation. In the preparation stage, the “Sustainable Convergent Engineering” content area of the 2022 revised Technology and Home Economics curriculum and relevant sections of high school Technology and Home Economics textbooks were analyzed. In addition, App Inventor was selected as an instructional tool for artificial intelligence (AI) education to support project implementation. In the development stage, based on the analysis results, a PBL topic centered on a hyper-connected society, information and communication engineering, and engineering ethics was established. As a result, an eight-session PBL program was developed in which students created an assistive object-recognition application using App Inventor. Furthermore, content validity was examined by experts in technology education and AI education to verify the appropriateness and classroom applicability of the program. In the implementation stage, a pilot test was conducted with 60 second-year high school students at a high school in Seoul, and student satisfaction survey data were collected and analyzed. The results indicated a generally high level of satisfaction, with an overall mean score of 4.36 out of 5. In particular, students reported a strong sense of achievement and interest while directly designing and implementing applications and verifying the outcomes on actual devices. In addition, students demonstrated high levels of interest and active participation regarding the practical application of AI technologies in real-life contexts. Based on these findings, the program was revised and refined to finalize the PBL program.