Transitioning to Project-Based Learning in Data Science Education: An Action Research Study at a Danish Vocational School

Nicolaj Riise Clausen; Søren Hansen; Kim Guldholt; Bjarne Poulsen; Lykke Bertel

doi:10.54337/irspbl-11119

Authors

Nicolaj Riise Clausen Aalborg University
Søren Hansen Aalborg University
Kim Guldholt Mercantec
Bjarne Poulsen Mercantec
Lykke Bertel Aalborg University

DOI:

https://doi.org/10.54337/irspbl-11119

Keywords:

Project-based learning, Vocational education, Action research, Curriculum development

Abstract

This paper presents an action research study on the transition from a traditional subject-based teaching model to project-based learning (PjBL) in data sciences at a Danish vocational school. The shift was primarily motivated by the need to create a more coherent learning experiences and better alignment between school- based instruction and workplace learning. The new model integrates multiple subject areas into holistic, continuous projects spanning up to ten weeks. Teachers and industry representatives participated as co- researchers to examine (1) the transition process, identifying areas for improvement, and (2) the benefits, challenges, and developmental potential of this new pedagogical model and students were interviewed on many of the same subjects. The study was conducted in three phases: exploratory focus group interviews with students, semi-structured interviews with teachers, and a workshop with teachers and industry stakeholders. Results indicate strong support from both students and staff, with notable improvements in student engagement and perceived relevance of learning. However, challenges related to logistical constraints, teacher adaptation, and balancing student autonomy with necessary instructional guidance were also highlighted. These findings provide valuable insights for other vocational schools considering similar pedagogical transformations and informs the further pedagogical development at the vocational school in question.

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