Bridging Gaps in Engineering Teamwork
A Literature Review through the Lens of Cultural-Historical Activity Theory (CHAT)
DOI:
https://doi.org/10.54337/irspbl-11108Keywords:
Teamwork competencies, Engineering education, Cultural-historical activity theory, Collaborative learning, Curriculum designAbstract
Teamwork is a core competency in engineering education, yet persistent challenges remain in cultivating collaboration that prepares graduates for professional practice. This study reports a systematic literature review (SLR) of 22 peer-reviewed studies (2010–2024) examining how Cultural-Historical Activity Theory (CHAT) can be applied to understand and strengthen teamwork development in engineering programmes. Guided by PRISMA 2020 procedures, the review identifies recurrent contradictions between intended learning outcomes and prevailing educational practices, particularly regarding assessment design, role distribution, and inclusivity. Five thematic clusters emerged: assessment misalignment, role clarity and flexibility, technology as mediator, diversity and inclusion, and instructor facilitation, each mapped to CHAT components to illustrate systemic influences on teamwork learning. The synthesis highlights that while project-based and blended learning environments show promise, contradictions persist when institutional rules and assessment reward individual performance over collective achievement. The findings contribute to a clearer picture of how CHAT can structure evidence-based interventions to align curriculum, pedagogy, and assessment with teamwork objectives. The paper concludes by outlining practical implications for curriculum redesign, faculty development, and equitable assessment reform, positioning CHAT as a valuable framework for building teamwork competence in engineering education.
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