Proceedings from the International Research Symposium on Problem-Based Learning (IRSPBL)
These are the proceedings from the 10th International Research Symposium on Problem-Based Learning. The contributions cover multiple relevant topics related to conference themes, namely Pedagogical Innovations and Competency Development in PBL, Institutional Implementation and Research Perspectives in STEM Education, Technology, AI, and Digital Learning in STEM Education, Sustainability, Professional Practice, and Global Transformation, Emotions, Well-being, Collaboration, and Social Responsibility, and K12 & Vocational Education. These proceedings represent some of the newest results from research on PBL and best practices to inspire researchers and practitioners to transform their practice and their institutions.
Developing and Piloting a Q-study on Pedagogical Challenges in Problem- and Project-based Learning for First-year Engineering Students
Research highlights the benefits of Problem- and Project-Based Learning (PBL) for engineering education, but students face challenges with some of its pedagogical features. This pilot study uses Q-methodology to explore first-year engineering (FYE) students’ learning challenges in a PBL environment. Based on literature, feedback from PBL experts, the University Student Counselling and Well-being unit, and students, 39 Q- statements was developed regarding different pedagogical challenges of students in PBL. Rather than simply identifying challenges, this study aims to identify the most predominant ones. Q-methodology is appropriate because participants rank statements in relation to each other, instead of rating individual statements. Our Q sorting question therefore asks FYE students to rank pedagogical features of PBL from most to least significant in terms of perceived challenge in relation to learning. To pilot the Q, we consulted two experts in PBL and Q-methodology and subsequently let 5 FYE students do the sorting activity. The results of this pilot are informative in themselves in further developing the tool. In the long term, this study is anticipated to provide knowledge about how students struggle with PBL which will help universities become aware of and remedy the situation.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nd/4.0
The Complementary Nature of Computational Thinking and Critical Making in a Project-based Learning (PjBL) course on Design for Manufacture (DfM)
In Engineering Project-based Learning (PjBL), learners often develop a physical prototype of a product, which provides an authentic context for the learning and experiential feedback on the design process. We often struggle as educators, however, to support learners in the analysis of the feasibility, viability and sustainability of the product when brought to production. This may be caused by the everchanging nature of supply chains and consumer demand, high capital costs associated to high production volumes, and the technical skills shortage within research-focused universities when considering how to scale commercial products for wide consumption. In developing a new PjBL course at King’s College London, we study how learners develop competencies for integrated problem solving associated to design for manufacture (DfM). Acknowledging the steep learning curve required to support open-ended projects, we have intentionally pushed the boundaries of how the design process is supported by computational thinking techniques, including automated quoting engines and embodied carbon estimators, generative design techniques, geometric design advice, AI-assisted digital product passport generation, manufacturing simulation and automated operation and toolpath planning. We study how these teaching innovations compound to shape the ability of a student to critically change the geometry of a component in response to multi-variate performance metrics. To this end, we compare the geometric features of more than 60 CAD models submitted by learners in the second week of the course, compared to the final product submitted after 12 weeks at the end of the course. We link this analysis to a thematic analysis of short reports that highlight key trade-offs for cost, sustainability and other performance metrics. This methodology allows us to evaluate our cohort’s decision-making process in selecting projects, computational techniques, and manufacturing strategies. The analysis reveals a strong yet nuanced relationship between the adoption and application of computational redesign tools and the quality and manufacturability of product designs. It also allows us to categorise various cognitive responses to the application of computational techniques in relation to DfM and relate these to outcomes.
Heatmapping Key Competencies STEM Students Present in PBL Environments
Aalborg University (AAU) uses Problem Based Learning (PBL) in which students develop professional competencies by engaging with authentic problems. All Engineering master students at AAU have had a PBL Competency profile as a compulsory exercise. The profiles are structured around the AAU PBL Competency Framework. This framework is comprised of 48 individual competencies, grouped into four categories; meta- reflective, problem-oriented, interpersonal, and structural. Students are free to choose which of these competencies they incorporate in their profile. A total of 1095 PBL Competency profiles were reviewed across more than 50 STEM study programs, and each was evaluated for the presence or absence of each of the 48 competencies in the PBL competency framework. This study explores the relative prevalence of each competency within the profiles submitted by students, and the balance across the different categories. Further, it investigates the extent to which students made these competencies explicit, and evidence the competence. The study reveals that the competencies are not equally represented in the competency profiles, with a subset of seven competencies comprising 40% of all reported competencies. The study further reveals that the students generally do not provide evidence to support their claims of competence.
Defining the Supporting Roles of Facilitators in Project-Based and Work-Based Learning
It is well known that staff roles are critical in higher education. A university in the Midwest region of the United States of America offers unique student-facing support through a work-based learning program by coaching students who learn on the job while working for companies throughout the final four semesters of their undergraduate degree. Prior to the final four semesters of working on the job, students are also supported through a preparation project-based semester. The support staff in this program are referred to as facilitators. This paper aims to address the critical roles of facilitators as they directly pertain to project-based and work-based learning. The unique work-based learning model covered in this paper implements project-based learning in a way that isn’t found anywhere else in academia, and it continues to be a successful model of education. The following two questions will be explored: How are facilitators engaging in each of their job description roles? How do facilitators perceive and describe each of their job description roles? This paper will broadly define each role of a facilitator by including an analysis of qualitative reflections by a professor and a director in this work-based program. It will also include quantitative data that discusses the facilitator’s self-reported median and average values of time spent in each of the roles. This will result in recommendations to other higher education programs to begin creating facilitator positions that add value to other project-based learning models.
Designing Successful and Sustainable Interdisciplinary PBL in Engineering Education
Interdisciplinary collaboration is considered a key competence for engineers and necessary to solve society’s wicked problems in environmentally and socially sustainable ways. However, designing and developing successful and sustainable interdisciplinary PBL-projects that provide students with opportunities to engage in interdisciplinary learning, is no easy task. It requires cross-cutting collaboration, not only between students themselves but also between supervisors and facilitators, study management and administration. This paper provides indicative and explorative insights into potentials and challenges related to designing interdisciplinary PBL, exemplified through an empirical cross-case analysis of the “System Projects” initiative at the Technical Faculty of IT and Design at Aalborg University. Through in-depth interviews with project coordinators, we identify eight dimensions of system project integration and develop a curricular model for mapping variation within system projects: the System Project curricular spiderweb. We discuss key drivers for success and typical challenges, finding that successful interdisciplinary PBL can be achieved when the definition of the type of project is not too rigid, when we provide space for prototyping, experimentation and co-creation between staff, students and stakeholders, and when the objectives are perceived by all involved as engaging and important with purpose extending beyond just academic goals.
The Bigger the Team, the Bigger the Dream
As engineering education responds to increasingly complex global challenges, the demand for interdisciplinary competencies continues to grow. Interdisciplinary team projects have become a key pedagogical strategy for developing these skills, but scaling such projects to accommodate cohorts of 900+ students presents significant challenges. This paper investigates the practical realities of running extremely large-scale interdisciplinary modules through a comparative narrative inquiry. Building on earlier studies that examined theoretical and pedagogical dimensions of large-scale teaching, this third paper in the series shifts focus to the day-to-day implementation strategies that make such teaching possible. Drawing on the experiences of two practitioners working in research-intensive institutions in the global north and south, the study explores how intentional activity design and assessment practices are adapted at scale. The findings highlight the importance of calculated decision-making, inventive resource use, and structured communication in managing complexity. Rather than offering a definitive model, the paper surfaces practical strategies and tensions that others may encounter when scaling interdisciplinary education. In doing so, it contributes to a growing body of work aimed at supporting educators and institutions navigating the realities of mega-class interdisciplinary project delivery.
This paper examines the implementation and impact of a Workplace Orientation Workshop within a South African industrial engineering programme, designed to cultivate essential graduate attributes mandated by the Engineering Council of South Africa. The study was guided by three research questions: how the WOW Project aligned with ECSA’s GA8 criteria, how student participation contributed to teamwork and project management competencies, and what insights student reflections offered about the role of experiential learning in shaping responsible engineering practice. Employing a qualitative methodology, the study analyses student reflections on their participation in the Workplace Orientation Workshop Project. The analysis revealed three prominent themes: (i) preparation for professional transition; (ii) project management and leadership experience; and (iii) enhanced communication and interpersonal skills. Grounded in situated learning theory and problem-based learning principles, the WOW Project provided a practical platform for students to apply engineering management principles and develop critical competencies through experiential learning. Findings highlight the effectiveness of the WOW Project in bridging the gap between academic learning and professional readiness, fostering responsible engineering practices. Recommendations include expanding the scope of future Workplace Orientation Workshop Events and implementing structured feedback mechanisms to enhance student learning outcomes.
How to Teach Teamwork in a PBL Curriculum
The needs of the globalized world and the transformations that different organizations undergo make being competent in teamwork a necessity. Therefore, the education sector must give it the appropriate relevance and concern itself with developing this particular competence in higher education. A Colombian university has a course called Engineering and Science: A Shared World, which has a PBL curriculum and aims to train this competence explicitly. The course design included a theoretical presentation on what a team is and its main characteristics, postulated by Johnson, D.W., Johnson, R., & Smith, K. (1998), and activities to evidence these characteristics and their importance to work adequately. This text presents a case study that seeks to identify the learning outcomes related to teamwork within the PBL proposed in this course. To achieve this, qualitative information was collected through the products created during the course: the class activities, the contracts, a group of team health activities, the final reflections, and the co-assessments. This information was analyzed through predetermined categories based on the course objectives and the dimensions of teamwork; no new categories emerged. The data analysis revealed that students identified and conceptualized elements such as individual responsibility or face-to-face interaction properly and as essential for team building and development. Still, positive interdependence and a proactive approach to communication and conflict were challenging to conceptualize and exemplify. Finally, many of the students identified that although team monitoring activities were carried out in class concerning the progress of socio- emotional skills, such as anticipating conflict or managing agreements, it was new for them. Their teams did not take full advantage of these spaces that, reflecting on the entire process, were as important as monitoring the products to be delivered.
To foster student engagement and improve learning outcomes, there is a growing shift from traditional teacher-centered, lecture-based teaching to student-centered, constructivist approaches. This paper proposes a student engagement toolbox designed to promote active student engagement in a systematic problem-based learning environment. The toolbox includes tools that support diverse teaching contexts, such as the 1-2-Team model, digital interaction tools, teamwork on cases, random interviews, and flipped classroom activities. To offer deeper insights, an example of applying the elements of the toolbox in a specific course at Aalborg University is presented. Furthermore, the practical implications of the toolbox are discussed, including application scenarios, advantages, potential risks, strategies for mitigating those risks, and authors’ reflections on its implementation. The findings highlight the importance of selecting tools and designing courses according to the teaching contexts to promote psychological safety and foster student interactions. This approach ultimately contributes to an improved learning experience by creating an inclusive and supportive atmosphere, empowering students to take an active role in their education.
Comparing Retrospective and Pre-Post Survey Measurement of First-Year African Engineering Students’ Skill and Perception Changes through a PBL Course
For many first-year engineering students at Ashesi University in Ghana, the project-based learning (PBL) approach they experience in Introduction to Engineering differs from the rote-based pedagogies they have previously experienced. The authors’ previous efforts to understand this pedagogy's impact on the students have relied on pre-post survey tools. For some responses, higher-than-expected scores on the pre-survey have been noticed. This study aimed to understand whether a different methodology, a retrospective pre-post survey, would yield similar results and what reasons may underlie any differences. A mixed-method approach was deployed with students in the 2024 cohort of the course. They completed two surveys – one at the beginning (pre-survey) and one at the end of the course (retrospective pre-post survey). Five skill/perception categories were deployed with Likert-scale questions. T. tests revealed no statistically significant difference in the traditional pre-post analysis, while in the retrospective analysis, all five categories had statistically significant increases with small to medium effect sizes. Interviews with select respondents revealed self-assessment bias, as they tended to overestimate their skills at the beginning of the course. These results suggest that the retrospective approach may be better suited for studies on this target group.
Integrating Project-Based Learning and Cooperative Education for Future Engineers
The Iron Range Engineering (IRE) Bell Model combines project-based learning (PBL) with cooperative education to enhance students’ technical and professional skills. The program begins with the Bell Academy—a semester-long bridge emphasizing foundational engineering principles, design thinking, and career development. Students then undertake 24-month paid co-op placements while completing remote coursework, supported by learning coaches who foster self-directed learning and reflective growth. Recent data highlight high co-op placement rates and a strong sense of community, demonstrating the model’s effectiveness across diverse student populations. This paper discusses key strategies, including assessment tools, self-directed learning, student recruitment, and support, which have been integral to the program’s success. By sharing these best practices and lessons learned, we aim to present an adaptable model for other institutions seeking to integrate experiential learning into their engineering curricula, ultimately promoting both academic excellence and career readiness.
Integrating Problem-Based Learning and Design Thinking for Sustainability
This practice paper presents the development, implementation and evaluation of a course, Design Thinking for Sustainability, a university core course for first-year students from undergraduate programs in Technology, Business administration, Computer applications and Design. As a greenfield private university in India, we integrated Design Thinking into the core curriculum to enhance problem-solving abilities. The course addressed real-world, ill-defined challenges through the United Nations' 17 Sustainable Development Goals (SDGs), equipping students with practical, creative problem-solving skills. Offered as a 21-day pre-semester credit course, it fostered interdisciplinary collaboration on sustainability-driven challenges. Using Problem-Based Learning (PBL) approach, students worked in teams, applying the five stages of Design Thinking—Empathize, Define, Ideate, Prototype, and Test—to develop innovative, sustainable solutions. The design thinking process encouraged iteration, collective work, and optional participation. With this first version of the course, the focus of evaluation was to explore the challenges faced by faculty members and students, which allow for revision during the next iteration of the course. The findings bring out various challenges perceived by our students and faculty members, and various strategies to overcome them. The challenges stated were psychological readiness for open ended problem-solving, struggle to identify and define real world problems, lacked access to stakeholders and sustainability related data. However, collaborative teamwork, prototyping and stakeholder feedback helped them to overcome the challenges and come up with feasible and workable solutions to the problems thereby developing problem solving skills. Faculty stated that they did not know design thinking whereas they learned it while during the course. Secondly, they had to put significant effort in designing, teaching and assessing in a way to promote active learning. They were agile during the course and did minor adjustments to the course during the course delivery. Overall, this paper provides practical insights for educators who will be seeking to integrate PBL and Design Thinking into their curricula, particularly with inclusion of sustainability-driven innovation and active learning.
Reflectively Mapping the Zone of Proximal Development in Industrial Engineering
A Framework for Implementing Flexible Project-Based Learning for Computing Education in Resource-Constrained Environments
Project-based and problem-based learning (PBL) has gained recognition as an effective pedagogical method for developing essential for employability skills. However, implementing PBL in resource-constrained environments poses significant challenge in these environments due to the limited infrastructure and institutional barriers (Okai-Ugbaje et al., 2022). This paper introduces the Flexible Project-Based Learning (FPBL) framework designed to facilitate the adoption in such environments though a three-tiered approach: the Basic Tier (minimal resources), Standard-Tier (moderate resources) and Advanced-Tier (comprehensive resources). Each layer incorporates Aristotle's four causes as structural pillars. Prelimary results from a case study at the Namibia University of Science and Technology involving focus groups with faculty (N = 5), industry stakeholders (N = 15), student representatives (N = 2) and administrative support staff (N = 4). Preliminary results from a case study at the Namibia University of Science and Technology (NUST) indicate that access to industry-grade infrastructure, partnerships, and readiness are essential for effective PBL implementation. The framework offers a possibly scalable solution for computing education in resource- constrained environments.
The growing demand for well-rounded STEM professionals underscores the importance of developing non- technical professional skills like communication, collaboration, critical thinking, AI literacy, and systems thinking, or transversal skills, alongside technical expertise. Aalborg University (AAU) has long refined methods for fostering such transversal skills within its PBL framework. This paper presents AAU ProLab, a new initiative that replaced program-specific workshops with full-day interdisciplinary workshop events, bringing together students from various programs and semesters across the faculties of Engineering, Natural Science, and IT & Design. The initiative aimed to enhance motivation by allowing students to choose workshops aligned with their interests and connect across disciplines. The evaluation, based on an online student survey, included three quantitative questions on recommendation, relevance, and achievement of learning objectives, alongside qualitative feedback. Results showed high satisfaction, with students valuing interdisciplinarity, workshop diversity, and freedom of choice. Suggestions for improvement centered on clearer communication, streamlined registration, and strengthening active learning. Subsequent editions have already addressed these issues through a dedicated Moodle space for information, a simplified registration model, and revised workshop allocation. Most workshops now emphasize interactive, application-oriented learning, supported by feedback from both students and facilitators. ProLab thus represents a promising platform for supporting interdisciplinary learning and transversal skill development.
Mapping High School Science Teachers’ Approaches to STEMification
STEM teaching is a promising approach to increase student interest in science across educational levels as it integrates disciplines in engaging ways mirroring real-world applications, emphasizing practices such as problem-solving, critical thinking, and hands-on engineering design. However, teachers’ approaches to implementing STEM teaching can vary significantly, depending on available resources, experience, subject, and contextual factors. The STEMification model is a design and planning tool developed in the LabSTEM North project to support teachers´ professional development in STEM teaching. STEMification describes a teaching approach where students engage in science subjects and/or mathematics through inquiry-based learning (IBL) and/or problem-based learning (PBL) processes, involving experiential and collaborative STEM practices necessary to answer the students’ own questions related to the topic. In this paper, we use the model as a mapping tool to explore ways in which high school science teachers apply PBL and IBL principles in their STEM teaching. Applying the model as a mapping tool during interviews helped teachers visualize and compare different IBL/PBL principles combined with diverse approaches to develop STEM teaching. The mapping also helped in redesigning the STEMification model, aiming to make it more applicable as a STEM teaching design and planning tool.
Working in a Problem-based Manner with Mathematics and Crafts Gives Meaning to Mathematics at Danish Vocational Schools
Students at Danish vocational schools often struggle with learning mathematics and finding it relevant. In response to this, the project KLUMP (“competence lifting of mathematics teachers at vocational schools”) offered professional development of mathematics teachers and craft teachers through facilitating collaboration on creating teaching materials bridging mathematics and the craft. Five teams were established consisting of one mathematics and one craft teacher in the following areas: carpenter, blacksmith, mason, mechanics, and electrician. The teachers joined KLUMP voluntarily, and the school management supported KLUMP by coordinating time schedules and joining project seminars. The teachers selected relevant topics, where they developed, tested, evaluated, and refined their teaching material. The teachers received inspiration in workshops on, e.g. emergent modelling, inquiry- and problem-based learning, and concepts such as self-efficacy. A central theme is Jaworski’s notion about learning communities. KLUMP found that the frameworks of a “bridge” between mathematics and crafts and emergent modelling were easy for the teachers to use. The students were happy when they experienced the bridge. Structures such as timetable planning, teacher allocation, and institutional support were essential for KLUMP to become successful.
Transitioning to Project-Based Learning in Data Science Education
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.
Engineering education has long been described as characterized by cultural norms that value rationality over emotions. Norms that devalue emotions are problematic because they can hinder engagement with value-laden issues, such as ethics and sustainability, and they may disproportionately impact students from minoritized populations. While previous research has shown that these norms exist in specific contexts, we lack knowledge on how widespread and dominant they are across contexts. We address this gap by describing a systematic and critical review of the literature on emotion norms in engineering education, asking: (1) What is the extent of the existing literature about emotion norms in engineering education? (2) What is known about emotion norms in engineering education? Based on a Scopus search and systematic screening process, we identified 18 publications describing empirical studies on emotion norms in engineering education. Here, we describe preliminary results from our abductive analysis of seven papers. The reviewed publications do not describe one coherent emotion norm across all engineering education. Rather, emotion norms appear to be highly context- and community-specific. This finding supports previous research stating that some social groups are more adversely impacted by emotion norms than others. However, identifying variations in emotion norms can also open possibilities for change.
Addressing complex global challenges requires more than technical solutions; it demands an integrated approach involving economic, environmental, and social dimensions. Engineering education is a driver for Sustainable Development Goals (SDGs), but transformative engineering education requires a ‘shift of consciousness’ and focus on socio-emotional development. Our project developed a process called 'Clear,' rooted in Theory U for systemic transformation in engineering education and applying meta-patterns to support shifts in personal perspectives. The process enables engineering educators to slow down and explore fundamental questions about identity, purpose, and response-ability, which are essential precursors to effective engagement with complexities of developing an engineering curriculum. This approach is particularly relevant for developing innovative engineering curricula in South Africa and in comparable low- and middle income settings transforming away from inequality to justice. The study aims to explore how focusing on intrapersonal transformation, through the 'Clear' process, can facilitate systemic change in engineering higher education. Specifically, it explores personal awareness and development as foundational intrapersonal capacities to enable broader curriculum shifts. Research assistants conducted online interviews with 34 engineering educators engaged in the 'Clear' process. Audio-recorded interviews were transcribed verbatim and analysed using inductive thematic analysis to understand the participants' experience during and after the ‘Clear’ process. The analysis revealed themes such as the importance of community, the need for balanced reflective practice, and the interplay between intrinsic and extrinsic motivations for change. Participants highlighted the role of networking and the complexities of building learning communities, with their narratives showing evidence of both professional and personal well-being as a result of participating in the curriculum intervention. These insights suggest that individual transformation is crucial before addressing larger institutional goals, aligning with the principles of the Inner Development Goals (IDGs) framework. This work-in-progress suggests that integrating IDGs, such as “Being” into academic development can create a foundation for innovative, student-centred curricula. Future research will explore how individual attributes - such as career phase, personality, and socio-cultural values - shape engagement with systemic transformation efforts.
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.
The first-year transition period is a crucial phase in a student’s university experience as it can significantly impact their academic performance and future career prospects. However, research indicates that approximately 30% of first-year students drop out due to academic expectations and newfound independence. In response to this concern, a Faculty of Engineering at a South African University of Technology has implemented a tailored First-Year Experience (FYE) programme to support students. This reflective paper examines a tailored First-Year Experience (FYE) programme implemented to support students' transition into university. The FYE programme is informed by Kolb's Experiential Learning Cycle (ELC). Based on reflections from the four core team members and their unique perspectives from the various roles they bring with them to the FYE programme, the paper seeks to offer an in-depth practice based account and insights into the learning environment of the first-year student by reflecting on the programme's development and impact using the four phases of the ELC framework. The 'Concrete Experience' phase discusses the experimentation with technological platforms and software tools to facilitate the programme, highlighting insights, challenges, and student engagement. In the 'Reflective Observation' phase, student involvement is analysed, emphasising the importance of fostering student ownership of the programme. The 'Abstract Conceptualisation’ phase identifies areas for programme improvement, including addressing social concerns specific to the university and it proposes developing a credit-bearing compulsory subject called "Engineering for Social Change." The ‘Active Experimentation’ phase provides insights into best practices for supporting first-year students' successful transition and engagement in engineering education.
Investigating Factors that Influence Faculty Learning in Service Learning
Service-learning integrates community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Faculty members engaged in service-learning often report significant professional and personal growth. However, understanding what specifically influences faculty learning in these settings is less explored. This research investigates the factors impacting faculty learning through service-learning, aiming to enhance educational strategies within engineering education. The study is taken up in a private university in India. The research question addressed in this study is - What are the factors that influence faculty learning in service-learning? This study aims to identify key elements that enable faculty learning. The target participants are the faculty who teach service-learning courses with community immersion experience. Qualitative study is used to collect the data. Data were collected through semi-structured interviews focusing on faculty experiences and perceptions. Thematic analysis of interviews with 20 faculty members who have participated in service-learning programs is carried out. The study identified several key factors influencing faculty learning in service-learning contexts. Service-learning contributes to faculty research opportunities, career advancement and enhanced teaching methodologies. Faculty reported that the scope of validating their experience in service-learning. This was by submitting articles in the conferences and journals of engineering education. Direct interactions with the community enhance faculty empathy towards societal issues. It was motivating them to integrate social responsibility into their teaching methods. Service-learning encourages faculty adopt various roles. They become innovators and problem solvers. They apply design thinking to real-world problems. Support from educational institutions helps faculty engagement and effectiveness in service-learning. The results indicate that service-learning influences faculty learning. The learning aspects are inculcating professional growth, enhancing empathetic understanding and encouraging innovative teaching approaches.
Enhancing Engineering Education Through Reflective Practice in a Public University in Nigeria
This work-in-progress paper presents emerging empirical findings of an ongoing comparative research effort that hypothesizes that Reflective Practice (RP) enables engineering educators to better serve students in the Nigerian higher education context. It considers RP as a pedagogical intervention and presents the results of an evaluation of its impact on student learning at a public university in Nigeria. Seventy-six (76) undergraduate engineering students participated in the study. The research questions (RQ) guiding this study were: What is the impact of RP on students’ learning experiences (RQ1), and how do these experiences compare with the control courses that did not employ RP (RQ2)? Utilizing Kolb's reflective cycle as the theoretical framework, a causal-longitudinal approach was adopted to design two pre- and post-intervention surveys on Qualtrics, each comprising items that explored student engagement, perceptions of instructional design, and impacts on learning outcomes. The instructors’ reflections and pedagogical interventions were tracked using Penzu, an online diary. Preliminary findings, comparing RQ1 and RQ2 with the control and treatment courses, suggest that students had better learning experiences. This study argues that RP enhances educators’ teaching styles and positively influences students’ learning experiences and the result using the Wilcoxon Signed-Rank Test showed a statistically significant difference in student experience (p < 0.05) but no significant difference in student engagement (p > 0.05), suggesting that the intervention had a positive impact on student experience but not on engagement.
This paper explores the lived experiences of female students implementing collaborative project/problem- based learning (PBL) within undergraduate engineering programmes at TU Dublin, in Ireland. The paper emphasises the significance of teamwork in promoting meaningful connections among students that can result in gender inclusivity. Drawing on a longitudinal dataset of 32 interviews with 13 female engineering students, the research adopts a phenomenological approach to investigate how team dynamics evolved over time. The findings reveal that early challenges often led to feelings of exclusion. However, as peer trust developed, many students transitioned from feeling isolated to forming meaningful friendships, especially with other women. These friendships provided emotional support, mutual recognition, and academic motivation. The findings reveal that developing such friendships helped students feel valued and understood, navigate gendered barriers, and promote persistence in the engineering discipline. Through this lens, we gain insights into the dynamics of teamwork and its interplay in shaping students' emotional well-being. This study underscores the need for greater institutional efforts to support peer connection and inclusive team environments. Ultimately, this research advocates for a culture of care within engineering education that prioritises inclusivity and emotional well-being as essential components of student success.
Addressing Wicked Problems Through Empathy-enhanced Design-based Team Learning
This practice paper aims at contributing to the conversation about caring pedagogies and sustainable engineering education by focusing on empathy, ‘the ability to understand people by perceiving or experiencing their life situations’. Based on our experiences as engineering educators in Europe and North America, we offer examples of how design-based learning can be enhanced through the purposeful integration of empathy nurturing activities at every stage of the team project work. More specifically, we describe an approach in which empathy is an explicit focus of learning activities and an approach in which empathy is a more implicit learning outcome that is embedded within broader transversal learning goals. The design projects we offer as illustrations center on ‘wicked problems’ that affect various stakeholders beyond technical experts. By encouraging a decentralized, multi-perspective approach, wicked problems can enhance a caring pedagogy in project-based learning. By integrating empathy with technical expertise, be it explicitly or in more implicit ways, we highlight the crucial role of emotional intelligence, ethical decision- making, and interpersonal skills in engineering practice—an approach that cultivates responsibility and equips individuals to tackle real-world challenges with compassion and ethical insight.
Refugee communities exhibit remarkable innovation as a means of survival, yet engineering’s engagement with refugee communities often comes from a deficit-perspective, where we impose our technologies onto their communities. This research seeks to shift perspectives from a deficit-based view to an asset-based approach by highlighting and celebrating these communities' innovations and experiences (Gravel et al., 2021). Specifically, we interviewed student refugees to understand what engineers can learn from refugee innovation. Using qualitative methodology and engaging participants throughout in a co-design process, the data was analysed through qualitative content analysis (Elo & Kyngäs, 2008). These interviews offered valuable insights into refugees' daily lives, survival strategies, and engineering innovation. The stories shared illustrate how these existing skills can be cultivated within refugee camps, particularly when development opportunities are provided by organizations such as the UN. These opportunities contribute to the resilience of individuals and help strengthen the communities they are rebuilding. By exploring refugee experiences and innovations, this research promotes a broader perspective on community-driven engineering and asset- based understandings of refugee communities. Future work could be used in engineering classrooms, allowing students to engage with diverse perspectives and create more effective, culturally relevant engineering solutions for the communities they serve.
This research paper presents a comprehensive analysis of a work-based learning model based on the principles of PBL and its positive synergistic effect on students, industries, and communities. The model is active in multiple communities in the United States. This paper will focus on the synergistic effect in a rural region of the upper Midwest. The model integrates academic instruction with hands-on industry experience, cultivating a collaborative environment that prepares future engineers to address complex challenges. The paper explores how the model’s partnerships with local and regional industries provide students with immersive, real-world learning experiences that enhance technical competencies, boost employability, and foster a mindset of lifelong learning. The paper also explores how industry partnerships drive innovation and generate social and economic benefits for the region, contributing to its resilience and growth. By supplying a skilled workforce to local industries, the model plays a critical role in community development, addressing both immediate industry needs and long-term sustainability. Additionally, the paper underscores the importance of community engagement, demonstrating how an integrated approach between academia, industry, and local stakeholders can yield significant advancements in engineering education and societal progress. The findings offer insights into the transformative potential of work-based learning models linking education, industry, and community engagement, advancing engineering education and broader societal development.
The Importance of Diverse Economic Contexts in African Student Success
Existing research into student success may not be useful to develop interventions which can improve outcomes for engineering students in Africa, since they fail to account for diversity in local contexts. In our larger project we are using Grounded Theory Methodology (GTM) to investigate student success in African engineering education, interpreted through the experiences of educators. This phase of the project aims to understand better what is meant by “student success” in African engineering education, and to articulate the contexts which impact student success. We recruited participants who had at least five years’ experience in engineering education in African institutions. We conducted a focus group with three participants, and individual semi-structured interviews with four participants. The seven participants are from six African countries and include lecturers as well as academic leaders. Our findings in this paper focus on national and institutional economic contexts. National policies governing funding of university studies, as well as historic funding strategies, contribute significantly to contextual diversity. Institutional contexts include the physical and staffing resources available, whether the institution is private or state-funded, and the socio-economic status distribution of the student body. Based on our analysis of the data, we propose a model in which economic factors are understood as emerging from interactions between national, institutional and personal context.
Empathy and Education for Sustainable Development
The engineering skills required for the 21st century and the green transition go beyond technical knowledge. Sustainability problems are multidimensional and require consideration of multiple perspectives. Empathy plays a fundamental role in enabling the development of more humanistic and socially constructed skills required to act for sustainability. It is an essential element of human-centred design and ethical behaviour, as well as engineering teamwork, engagement with diverse stakeholders, and ability to work in intercultural settings. Engineers must relate to the needs of the primary user and empathise with those (in)directly affected by their decisions. This highlights the importance of helping engineering students cultivate and apply empathy. However, little research has explored the influence of students’ empathy on education outcomes for sustainable development. The paper presents an overview of key publications in education for sustainable development (ESD) - the first step of a state-of-the-art review which is part of a larger study on empathic engineering education for sustainable development. The overview is guided by the research question “How is empathy described and framed in current sustainable education policies and frameworks?”. The paper provides a time-framed overview of the current policies and educational frameworks and identifies directions for future work on embedding empathy in engineering education for sustainable development.
Who are the Professional Engineers Participating in Continuing Engineering Education?
The importance of Continuing Engineering Education (CEE) has increased significantly in response to rapid technological change, shifting industry standards, and the growing need for engineers to maintain up-to- date skills and competencies. Despite this, limited attention has been paid to understanding the profiles, career trajectories, motivations, and beliefs of the engineers who actively engage in CEE. This study explores the motivations and characteristics of professional engineers participating in CEE across various European countries. It seeks to answer the research question: Who are the professional engineers participating in CEE, and what factors influence their decision to engage? Given the limited existing literature, an exploratory qualitative research design was employed. Semi-structured interviews were conducted with a diverse group of mid-career engineers from different disciplines, employment sectors, and national contexts. This approach enabled a deeper exploration of individual experiences and perspectives while allowing for flexibility in probing emerging themes. A total of eight interviews were conducted, focusing on participants’ educational and professional backgrounds, their engagement with CEE, and their views on learning and professional development. The study's findings provide valuable insights into how and why engineers engage in CEE, highlighting the importance of personal relevance, career alignment, and organizational context. The results can support CEE providers in developing more targeted and responsive learning opportunities that reflect engineers’ aspirations, preferences, and professional realities. Ultimately, the study contributes to the broader dialogue on lifelong learning in engineering by emphasizing the diverse and evolving nature of CEE participation across Europe.
Exploring the Policy Landscape in Alignment to Outcome Based Education in Four East African Countries
Proposals to enhance the quality of engineering education in Africa strongly suggest a transition to Outcome- Based Education (OBE). OBE offers several advantages over traditional educational systems and also addresses challenges related to employability and international recognition of qualifications between countries. Transitioning to OBE requires a supportive policy framework and environment, as it demands a new approach to curriculum design and development, supported by multiple stakeholders. Therefore, understanding the policy landscape that enables OBE during the transition is crucial. This paper explores how the national policies, systems and context surrounding curriculum in Africa align or support the implementation of OBE. This exploratory study analyses national policies obtained from publicly available information and documents from four East African countries: Kenya, Tanzania, Uganda, and Rwanda. The study explored institutions accountable for regulation of engineering education curriculum, the alignment between higher education bodies and professional societies regarding curriculum and accreditation processes, and existing higher education policies around curriculum design advocating OBE. This study highlights the similarities and differences in the policies and guidelines for curriculum development in these countries and helps in characterising the existing policy landscape and its alignment with OBE. The study provides a baseline for OBE implementation amongst the four countries, and can assist with understanding other countries with similar contexts.
Assessing Mentorship of Undergraduate Students at the University of Johannesburg
The Faculty of Engineering and the Built Environment (FEBE) at the University of Johannesburg (UJ) has used mentoring to support students at the institution. In 2024, these initiatives were centralised and expanded to an integrated mentorship programme across the Faculty. All first-year students in the Faculty are allocated mentors drawn from volunteer senior students who wish to give back to their student community. The study explores the experiences of mentees and mentors in the programme to identify expected and experienced value. Furthermore, it explores and identifies challenges encountered and opportunities for further developing and refining the programme. A survey was conducted, inviting all the mentees and mentors who participated in the mentor programme during 2024. The survey was designed to elicit experiences on the programme from the perspective of the mentees and the mentors. This study presents the findings from the survey and provides insights that could be used to design mentorship programmes in similar contexts. The study also highlights the challenges experienced when implementing a Faculty-wide programme.
This paper introduces the ANCHOR Framework, a transdisciplinary pedagogical model for Built Environment (BE) education, developed over a decade of iterative reflective practice (2020-2025). It addresses how conventional BE education, constrained by rigid, discipline-specific paradigms, leaves BE graduates ill- equipped for contemporary complex and systemic regenerative challenges. Utilising Schön’s reflective practices, the framework integrates ontological reframing (e.g., "waste" to "discards"), Lean practices, and systems thinking to cultivate paradigm agility. Data from practioner-led reflective cycles, student artefacts, and institutional feedback demonstrate enhanced student performance and disciplinary maturity. This pedagogy promotes cross-skilling, collaborative and transdisciplinary inquiry, and increase in student motivation for advanced, discipline-adjacent topics like circular economy or regenerative design. The ANCHOR Framework aims to prepare Built Environment graduates to move from siloed disciplinary thinking to actively navigating 'wicked problems' in interdisciplinary teams within transdisciplinary learning environments. This outcome of ANHOR aims to bridging the academic-industry gap by fostering collective adaptive reasoning and leadership for sustainable transformations. This practitioner-led reflection also highlights the need for broader applicability testing and further development.
Building a Sustainable Engineering Future
The engineering profession in South Africa plays a significant role in driving innovation, infrastructure development, and economic growth. However, there is high attrition rate within the engineering skills pipeline which impacts the development of a sustainable engineering workforce in the country. This study aimed to address high attrition rates using a multifaceted approach with the academic institutions and the Engineering Council of South Africa. The study explored the underlying causes of attrition and provided recommendations on how the collaboration between the Engineering Council of South Africa and academic institutions can help reduce these rates. A mixed methods research design was used and data was be collected through qualitative surveys and questionnaires. The sample included n=10 academic staff and n=263 registered engineering candidates. The qualitative data was analysed using thematic analysis, while the quantitative data was analysed using SPSS. identified foundational gaps in schooling, especially in mathematics, science, and language proficiency, as critical contributors to attrition. Financial constraints, although not statistically differentiated, were widely recognised as barriers to academic persistence due to limited bursary flexibility and food insecurity. Institutional challenges such as generic support services, insufficient advising, and overstretched staff further contributed to high dropout rates. A recurring theme in the narratives was the call for ECSA to evolve beyond its current compliance-driven role and become a proactive enabler of transformation and socio-academic support. Based on the findings, the study recommends the development of strategies for enhancing the collaboration between ECSA and higher education institutions to foster a more sustainable engineering pipeline.
Enhancing Engineering Professional Skill Development Through Industry-led Guest Lectures
This study examined the impact of integrating industry-led guest lectures with reflective learning on the professional skill development of final-year electrical engineering students at Mbarara University of Science and Technology (MUST), Uganda. Grounded in Kolb’s Experiential Learning Theory and using Maxwell’s interactive research design, the study explored how this combined approach enhances students’ professional competencies and industry readiness. A mixed-methods design was employed, involving 73 students who participated in pre- and post-intervention surveys, reflective journals, and sessions led by three expert guest lecturers in maintenance engineering. Quantitative analysis showed statistically significant gains in students’ confidence and readiness to tackle industry-related challenges. Reflections further revealed improved problem-solving, deeper understanding of real-world practices, and growth in professional identity. Students reported high motivation and perceived relevance of the sessions. These findings underscore the effectiveness of structured industry engagement in developing both technical and soft skills among engineering students. The study offers practical strategies for bridging the academia–industry divide, particularly in resource-constrained settings, and contributes to emerging scholarship on experiential and practice-oriented engineering education.
A Comparative Analysis of Embedding Responsible Innovation in Integrated Engineering Curricula
As engineering education evolves to meet the demands of an increasingly complex world, especially in times of a climate crisis, universities must prepare students to develop technologies that are ethical, sustainable, and socially responsible. Responsible Innovation provides a framework for achieving this by integrating ethics, sustainability, risk mitigation, and equity, diversity, and inclusion into engineering curricula. Engineers have long influenced society through innovation, acting as agents of change. Given the lasting impact of engineering decisions, future engineers must be equipped to anticipate risks, uphold ethical standards, and design inclusive solutions that serve diverse communities. Many institutions are shifting toward integrated education models that emphasise real-world applications through project-based learning (PjBL). This paper compares how RI is embedded within two academic frameworks: (a) the established Integrated Engineering Programme at University College London (UCL), an interdisciplinary approach that works within that a discipline-based departmental structure (e.g., mechanical, electrical, chemical engineering) by combining project- and lecture-based learning, and (b) the Interdisciplinary Global Design Engineering Programme at emerging institutions like The Engineering & Design Institute London (TEDI-London), which employs a fully project-based learning approach. By examining these programmes, through an auto-ethnographic study, by interviewing two early-career academics from these institutions, capturing their reflections on the challenges and opportunities of embedding RI in engineering curricula. Ultimately, this paper offers recommendations for strengthening the integration of RI within engineering curricula, tailored to each programme’s unique characteristics. It contributes to ongoing discourse on preparing engineers to navigate global challenges, emphasising inter- and trans-disciplinary competencies as essential for future demands.
In the context of growing class sizes and limited institutional resources, student-centred and respon- sive education is increasingly important although challenging to implement effectively. A central part of responsiveness involves interpreting and acting on student-generated data -a task that can be par- ticularly challenging for novice engineering educators, as their background and training often guide both how they understand the data and how they respond to it. This paper reflects on our experiences, as teaching assistants and course lead, in developing and running a data analysis process for a large- scale problem-based learning engineering mathematics course. Using autoethnographic data from written reflections and transcripts, we applied an adapted version of Sochacka et al.’s (2009) three-tier reflexivity model to analyse how our understandings evolved regarding (i) what counts as data, (ii) how it can be interpreted, and (iii) what matters in its analysis. Through dialogic exchange, we identified significant shifts in our conceptualisations of the task of educational data analytics, as well as the value we placed on the different types of data.
Mathematics for Sustainable Development (MATH4SDG)
Mathematics for Sustainable Development, MATH4SDG, is a capacity building project funded by the NORHED II programme under the Norwegian Agency for Development Cooperation (NORAD) involving the mathematics departments at the University of Dar es Salaam (Tanzania), Makerere University (Uganda), and the University of Bergen (Norway). The project aims to enhance mathematics education and research in Tanzania and Uganda. Central to MATH4SDG is 11 PhD-students, with four in secondary mathematics education and seven in applied mathematics and statistics. All PhD-students are supervised by both Norwegian and local supervisors. Another component involves outreach to schools and research collaboration workshops with local industry and governmental organizations. By aligning university mathematics programmes with the needs of these stakeholders, graduates become more attractive to employers and the workforce benefits from a strong foundation in mathematics and its applications thus aiding in the digital transformation for sustainable development. MATH4SDG contribute to educating much needed schoolteachers and enhance the proficiency in mathematics.
Exploring Shared Understanding and Practices of Experiential Learning Among African Engineering Educators
The definition, practice, and assessment of experiential learning (EL) globally and within Africa vary significantly across institutions, even within the same country. This inconsistency is largely due to a lack of research focused on educational landmarks shaped by Africa’s unique socio-cultural challenges, technological divides, and financial struggles. Additionally, there is a lack of knowledge on how to structure Afrocentric practices for EL. This research seeks to address the challenges and disparities in the implementation of EL initiatives across African educational contexts. It aims to identify commonly employed methods of EL and explore the shared understanding of EL practices among African engineering educators. Thirty-two participants from seven African countries completed a survey on their understanding and experiences with EL. Responses from nineteen of those participants were discarded due to incompleteness. The remaining thirteen participants, from seven African countries, were divided into two groups: those familiar with and actively using EL, and those familiar with EL but who have not yet used it. The analysis highlights shared practices, perceived impacts, and participants' understanding of EL. The results emphasize the need for future research to harmonize EL practices across Africa.
This paper examines how integrating challenge-based/problem-based learning (CBL/PBL) with creative expression triggers perspective transformation in first-year engineering students' understanding of sustainability. The Crafting Resourceful Engineering and Artistic Transformations for Education (CREATE) project, framed by Mezirow's Transformative Learning Theory, used artistic creation as a disorienting dilemma to challenge preexisting assumptions about engineering's role in sustainability while developing ECSA Graduate Attributes. Funded by South African Society for Engineering Education (SASEE), the project engaged students with SDGs through four interconnected assessments: individual essays and presentations, group artistic artifacts and TikTok videos. First-year engineering students consulted with a Fine Arts student on project designs, creating interdisciplinary collaborations that challenged traditional engineering paradigms. Longitudinal survey data revealed evidence of perspective transformation aligned with Mezirow's theory. Students progressed from viewing sustainability as isolated technical problems to understanding it as interconnections between society, technology, and environment. This shift was evident in their enhanced ability to communicate technical concepts while considering broader societal implications—a key indicator of transformative learning in engineering education.
The Concept of Global Transformation Labs
Global Transformation Labs (GTLs) are intended to be arenas, where students, teachers, researchers and various societal partners come together to explore and experiment with new collaborative ways of addressing global challenges and contribute to green and just transitions. The GTLs are thought to be spaces for mutual learning and reflection and places where participants can engage as change-makers, taking initiative, testing ideas and developing innovative approaches to complex societal challenges. The aim is to enhance the global perspectives of all participants, strengthen their understanding of human, societal, and planetary predicaments and opportunities, build their capabilities to navigate, act and contribute both creatively and responsibly in a changing world, and to drive transformation. This white paper presents a generative vision and an initial conceptual framework as a basis for further exploration through critical and creative conversations and co-development by interested partners.
Scalable VR Solutions for Engineering Education
The increasing use of technology in higher education, especially in resource-constrained environments, is reshaping how students engage with industrial experiences. Virtual Reality (VR) offers a solution to the challenges posed by growing class sizes and limited real-world access, supporting holistic Graduate Attribute Development and addressing global SDG challenges in engineering education. This paper explores how VR can enhance student engagement with complex technological topics like Industry 4.0. It examines the effectiveness of a VR-based framework for improving student emotional responses and interest in technology, while assessing the scalability of such approaches for larger classes. A pilot study was conducted with third- and fourth-year students participating in a voluntary virtual facility layout activity. Emotional response surveys showed that fourth-year students were more comfortable with the technology, as expected, but both groups reported increased interest in technological topics. The study uses a dynamic response evaluation model informed by these surveys, and the organizational distinction between development teams and lecturing staff enables the framework to scale effectively. The findings demonstrate that VR can improve student engagement and comfort with emerging technologies, making it an important tool for resource-constrained environments. This framework provides a method for continuous improvement, quantifying the long-term impact of VR on engineering education curricula. By enabling adaptable, scalable learning experiences, it helps prepare students for complex engineering challenges and future technological changes, offering a valuable contribution to the ongoing evolution of engineering education.
AI-Supported Tutoring and Cognitive Learning Styles in an Engineering Mathematics Refresher Course
Many second-year engineering students enter advanced mathematics courses with gaps in foundational knowledge, leading to high failure rates and limited progression in engineering studies. Artificial intelligence (AI)-driven tutoring has emerged as a potential intervention to address these gaps by providing structured support and real-time feedback. This study investigates the effectiveness of AI-supported tutoring in a one- week intensive refresher course, with a focus on how cognitive learning styles influence engagement. Using Neethling Brain Instrument (NBI) cognitive profiling, Google Form surveys, and interaction data from the Mindjoy tutorbot, the analysis revealed that students with structured, analytical preferences (L1) engaged most frequently with the AI tutor, while creative (R1) and relational (R2) students engaged less. Students who made frequent use of the AI tutor reported increased confidence in problem-solving. These findings highlight the need for AI tutoring systems to adapt to diverse cognitive profiles to maximise engagement and learning outcomes.
Rethinking Engineering Education Outcomes in the Light of Artiﬁcial Intelligence
The deployment of LLMs (large language models) in AI (artiﬁcial intelligence) has led to a wide-spread increase in the use of AI in contemporary society, which will impact how teaching and learning takes place in higher education in the future. Since constructive alignment – which suggests that in curriculum design there should be a close alignment of teaching and assessments with intended outcomes – plays a crucial role in higher education teaching and learning, this paper examines how burgeoning AI technology reshapes such alignment considering both human and AI capabilities. The current paper investigates an undergraduate engineering curriculum to determine which tasks speciﬁed in module outcomes, as presented in the yearbooks (program portfolio), can 1) be delegated to AI, 2) are uniquely human, and 3) require a combination of human and AI capabilities. This categorization of outcomes will, be compared to the ECSA prescribed graduate attributes of the South African engineering student. The aim will be to determine which module outcomes and graduate attributes remain relevant in an AI-dominated pedagogical environment, and which have been usurped by the increasing competence and accuracy of AI systems, to future proof students in a changing technological landscape. We recommend that the outcomes and graduate attributes should be reformulated to incorporate the potential and risks of AI from the beginning.
Existing paradigms for mathematics education emphasise self-regulated learning, modelling competencies, and learning outcomes in all cognitive, psychomotor and affective domains of learning. However, there is a gap in the engineering education literature with regards to meaning making of mathematics concepts as applied to engineering problems. This paper is written as a configurative dialogue between two educators delivering and supporting teaching and learning of mathematics in two different European contexts and one supporting learning in a South African context. In sharing our practices, we realised that although an exhaustive list of frameworks for mathematics education exists, telling them apart in the context of engineering mathematics education can be difficult and often adds little actionable insights. This realisation motivates the title of this paper “Same but not The Same”. We use the semantic plane of Legitimation Code Theory (LCT) to reflect on problem or scenario-based learning of abstract and/or complex mathematics topics such as linear algebra and differential equations through examples of their (engineering) applications. We argue that qualitative descriptions of meaning-making in open-ended, real-life mathematics problems, methods, and tasks are scarce, and that this can create significant challenges for educators to describe, share, and shape their practices.
Deploying Multidisciplinary AI-Personas to Enhance Critical Thinking and Communication Skills in STEM Education
This paper explores the integration of multidisciplinary AI personas as educational tools to enhance critical thinking, communication, and decision-making skills in STEM education. Drawing from two case studies at the North-West University, South Africa, students engaged with AI personas representing varied disciplinary perspectives in Decision Science and Environmental Science modules. In the first case, students applied the Analytic Hierarchy Process (AHP) to a business acquisition scenario, relying on AI personas to provide comparative input on decision criteria. The second case involved reflective essays on environmental worldviews, where students interacted with personas representing distinct ecological perspectives. It is concluded that AI personas across multiple disciplines can potentially enhance STEM students’ critical thinking, engagement, and professional skills, provided their use is paired with structured methodological guidance and real-time instructional support. Keywords: AI personas, critical thinking, engineering education, decision-making, student engagement.
Investigating Student Engagement in Emerging Technology Career Pathways
This study asks the question: How do rural undergraduate engineering students perceive emerging technologies (ET) in relation to their educational and career goals? Conducting semi-structured interviews and using in vivo coding, results are grouped into three themes: defining emerging technology, choosing ET pathways in a sociocultural context, and academic and industry preparation. The findings highlight the complexity of aligning engineering education with evolving industry needs, especially as technologies like generative AI, advanced manufacturing, and biotechnology reshape the workforce. Students are drawn to ET for career aspirations, societal impact, or ethical and philosophical exploration, yet schools often lack opportunities to cultivate these interests. Out-of-school experiences, such as internships, play a key role in skill development. The study suggests that framing ET careers as a means to address societal challenges, rather than focusing solely on skill acquisition, could better align engineering programs with student aspirations. This research emphasizes the need to consider sociocultural factors when designing ET pathways and calls for a broader integration of ethical considerations into engineering curricula. Ultimately, this work challenges traditional engineering education models and advocates for more flexible, forward- thinking approaches to preparing students for an ever-changing technological landscape.
Design-Expert to Streamline Chemical Engineering Experimental Research and Development
This paper presents an overview of Design-Expert, a statistical experimental design tool, in optimizing chemical engineering research and development. A mixed-method approach is adopted in the study by using quantitative literature findings of diverse experimental studies incorporating the use of Design-Expert and qualitative findings stemming from a focus group study with four cross-institutional chemical engineering research supervisors. While the quantitative literature studies demonstrate the effectiveness and capabilities of Design-Expert across multiple fields of study, the qualitative study is based on the perspectives, experiences and recommendations of the research supervisors concerning Design-Expert. The qualitative study was structured with five main sections: the integration of Design-Expert into research activities, the effectiveness and outcomes of Design-Expert, management of academic priorities incorporating the use of Design-Expert, research skills and development concerning the training of postgraduate students in applying Design-Expert into their research, and the broader impacts and collaborations facilitated by Design-Expert. Overall, the findings indicate substantial positive findings concerning the productivity and quality of research outcomes incorporating the use of Design-Expert.
First-Year Engineering Students’ Use of Digital Technology for Learning
The use of digital technology has become integral for teaching and learning in engineering curricula at universities. However, in South Africa, many students enter their first year of study with limited prior access to and engagement with digital technologies for learning, which presents challenges for them and their educators. This paper is based on a PhD study that explores the student experience, specifically agency, when students use digital technologies for their coursework in first-year engineering. The key question posed in this study is “How do engineering students demonstrate agency when using digital technologies for their coursework?” The study drew on Cultural Historical Activity Theory as a systemic framing for analysing learning as a socially mediated, culturally situated activity, emphasizing the dynamic interactions between its tenets. An ethnographic approach, which entailed observations, focus groups, and individual interviews, was employed to collect data and answer the research question. By mapping the elements within activity systems, the study identifies contradictions such as mismatches between students’ prior digital experiences and institutional expectations that catalyse learning. The findings show variation in agentic engagement and action by students as they developed their ability to use digital technologies for course activities. The study revealed how digital literacy is not merely acquired but co-constructed through participation in culturally and historically embedded practices where students took initiative to improve their digital skills, used adaptation strategies to sustain learning, and redefined the status quo in unfavourable circumstances.
The ESP32 Microcontroller as a Low-cost Teaching Tool for Mechatronics
South African universities face unique challenges in teaching technology-intensive modules such as mechatronics. One such challenge is the variability in students' prior exposure to technology and programming. As such, not all students are equally confident in the technological skills required for the final year mechatronics and control module offered by the Department of Mechanical and Aeronautical Engineering at the University of Pretoria. However, recent technological advancements have opened up new possibilities. The ESP32-WROOM microcontroller, in particular, offers a versatile platform for learning mechatronics. Its compatibility with multiple programming languages ensures that students can choose the language they are most comfortable with to explore the world of mechatronics. The ESP32-WROOM's built-in wireless capabilities further make it ideal for Internet of Things (IoT) applications. This paper focuses on the selection of microcontrollers and their utilisation in the mechatronics course offered by the university.
Integrating Collaborative Technologies within a BIM Course for Ireland's AEC Sector
This paper examines the integration of collaborative Building Information Modelling (BIM) technologies within the Bachelor of Science (Honours) in BIM (Digital Construction) course at Technological University Dublin, a course designed to upskill professionals in Ireland's Architecture, Engineering, and Construction (AEC) sector. Recognising the inherently interdisciplinary nature of modern construction and the collaborative workflows enabled by BIM, the course strategically incorporates technologies such as Revit, ArchiCAD, and MagiCAD for discipline-specific modelling, as well as Navisworks and BIM360 for multidisciplinary coordination and clash detection. This practice paper details how these technologies facilitate active and immersive learning, mirroring real-world industry practices while fostering reflective practice and multi-disciplinary teamwork. The paper highlights the crucial importance of developing collaborative skills for the digital transformation of the Irish AEC sector. Building on the BIM course overview and the role of collaborative technologies, this paper concludes by proposing future research to enhance the understanding and practice of BIM education within engineering education research, which may inform the development of similar educational offerings.
We describe the iteration of a practical design and prototype testing activity in our 2nd year Mechanical Design course. The initial implementation was a low complexity, low risk design task where only FDM 3D printing was used for manufacturing a static structural part. Subsequent implementations involved more complex design tasks, where prototypes required moving machine elements, and the manufacturing “toolkit” expanded to include LASER cutting and carpentry tools. We discuss challenges encountered, either due to logistical difficulties or poor estimation of student preparedness for workshop tasks. Our students have embraced the experience and we intend to retain this activity, noting some logistical and scheduling improvements that will facilitate future iterations.
Developing Student Competency in Engineering Tools Using Open-Source Software in Undergraduate Engineering Education
Since the introduction of ECSA’s revised Graduate Attributes in August 2023, engineering programmes have had to adapt teaching to meet new requirements. Graduate Attribute (GA) 5 emphasises competence in selecting, applying, and evaluating engineering and IT tools for complex problems, with a stronger focus on mathematical and computational foundations. Commercial CAD and CFD software, while effective, is costly and often inaccessible post-graduation, making open-source alternatives attractive. FreeCAD (for CAD) and OpenFOAM (for CFD) were integrated into a third-year heat and mass transfer module at a South African university to perform CFD analysis. These tools require students to engage directly with solver algorithms, numerical methods, and scripting, fostering deeper understanding of model development, computational efficiency, and tool limitations. Their accessibility also encourages collaborative, independent learning. The study assessed the potential of open-source tools to develop GA 5 competencies through a final assessment project. Students submitted self-reflective notes, which highlighted cost-effectiveness, improved proficiency, confidence in simulation tools, and enhanced problem-solving skills. One student noted, “This assignment gave me a real sense of applying theory to practical engineering scenarios.” Findings indicate that open- source CAD and CFD tools can match the technical skill development of licensed software while adding accessibility and collaboration benefits.
This Practice Paper conversation describes the intentions, learning objectives, guidelines for problem design, and best practices for implementing Open-ended Modelling problems (OEMPs). OEMPs are ill-defined mathematical modelling problems assigned in the technical core engineering courses with the goal of engaging students in the practice of engineering judgment. This collaborative project, started in 2018, includes engineering education researchers studying student learning and practices and instructors iterating on problem design and implementation. While a significant amount of our project work focuses on students’ learning and thinking, this paper is designed for engineering faculty interested in implementing similar problems within their classes.
In 2020, the COVID-19 pandemic upended global routines, compelling a re-evaluation of established systems and daily life. Educational institutions faced the challenge of transitioning traditional teaching and learning practices to online platforms. This paper presents the continued collaboration, catalysed by COVID-19 lockdown, of industry partners, Opti-Num Solutions, MathWorks and the University of the Witwatersrand (School of Chemical and Metallurgical Engineering), on the second-year computing for process engineering course. The course lends itself favourably to online learning and assessments and is the ideal case study to explore the delivery of computational thinking-based coursework. We present findings from 5 years of this collaboration with purposeful interventions to enhance student learning and feature computational thinking relevant to the current climate. This includes the implementation of self-paced online courses and integration of an automated assessment tool. Results from a student survey show that approximately 95% of students had little to no experience in programming due to the absence of related courses in high school, limited opportunities, lack of resources, and no prior need or requirement to learn programming. However, after completing the self-paced online course, most students felt competent and empowered in their programming skills showing that these and future interventions impact computational learning.
Grasping and Shaping the Emergence of GenAI in Education
This practice paper reports on the iterative development, facilitation, and refinement of a workshop series with STEM educators centering on the role of Generative Artificial Intelligence (GenAI) in active and student- centered teaching and learning practices. A tentative deck of design lenses representing various types of GenAI interactions served as a point of departure for activating and inspiring dialogue and co-creation of teaching and learning designs that consider the role of GenAI-powered tools based on local contexts. We present key themes and ideas emerging from these dialogues and outline the iterative refinement of the design lens deck for future use in educational practice – in dialogue with both educators and students.
Teaching Control Systems with Interactive MATLAB Live Scripts
Control engineering, as with many other engineering courses, are commonly taught using static course notes and lecture slides. These methods, however, often fail to elicit adequate student interest and understanding of the advanced mathematical and theoretical concepts fundamental to the subject. As a result, many students experience a disconnect with the content early in the course, leading to disinterest and poor academic performance. This paper presents the development of an interactive "live" textbook using MATLAB Live Scripts, providing a dynamic and engaging learning experience. This resource allows students to interact with the theoretical material in real-time, run simulations, adjust parameters, and immediately visualise the impact of their changes — all in a single, unified environment. The integration of LaTeX typeset equations and text, code blocks, dynamic diagrams, and high-level controls such as sliders and buttons empowers students to explore the subject matter deeply at their own pace, fostering a stronger connection and understanding of the material. The effectiveness of the interactive course material is evaluated using anonymous course evaluations, which assess key performance indicators such as understanding of course material and overall course satisfaction. Furthermore, key course statistics, such as pass rate and average mark, are compared over the past four years, showing significant improvements across all areas following the intervention of the developed interactive textbook.
A Scientometric Study of Contributions by African-affiliated Authors to Engineering Education Research Journals 2004-2023
Engineering education research has grown considerably as a field of inquiry over the last 20 years, particularly in the US, Europe and Australia. This study applies a scientometric approach to the contributions from Africa-affiliated authors to 19 engineering education research journals, 2004 - 2023. In the 385 journal articles published, South Africa was notably the most prolific contributor with 147 articles, followed by Egypt, Nigeria, Botswana and Tunisia. While this research output is comparable with that of other regions in the Global South, it remains significantly lower than that of regions in the Global North. It was noted that the annual average article output was 11 in the period up to 2015 whereas from that year onwards it rose to 28 per annum. Authors from South Africa and Botswana tended to co-author with colleagues from the US whereas those from Tunisia partnered with Saudi Arabian co-authors. The most common keywords were students, engineering education and E-learning. Three engineering education research centres were identified, two in South Africa and one in Nigeria. We believe that these findings can serve as a useful baseline to allow scholars to monitor the evolution of research in engineering education by African educators over future decades.
Our previous systematic literature review on academic coaching interventions (Campbell & Mogashana, 2024) highlighted key features of effective approaches for undergraduate students but also revealed the challenge of keeping research syntheses up to date. Living literature reviews (LLRs) offer a solution by providing a continuously updated synthesis of new evidence. In this paper, we examine whether LLR methodologies can be effectively applied to academic coaching research, particularly when incorporating qualitative studies. We begin with an overview of systematic reviews and their limitations before introducing the LLR approach and its potential benefits for educational research. We then outline the methodological steps required to transition from a static systematic review to a dynamic LLR, detailing search strategies, inclusion criteria, and data management techniques. Implementation challenges—such as workload, methodological consistency, and publication concerns—are discussed alongside practical workarounds. Finally, we explore the role of AI tools in automating aspects of LLRs, including data extraction, citation tracking, and workflow optimization. By addressing these considerations, we aim to provide researchers with a roadmap for integrating LLR methodologies into education research, ensuring that evidence remains current, transparent, and accessible.
Implementing an Institutional Transformation in Science and Engineering
Ten years ago, the University of Nairobi (UoN) in Kenya entered in a transformative reflexion to reform Engineering and Science Higher Education, Research and Innovation (HERI). Few years later, a concrete project emerged with the construction of a state-of-the-art academic building aiming at facilitating HERI by its own design, the Engineering and Science Complex (ESC), and the development of international cooperation, especially with French institutions and partners from Europe. Six pillars of activities have been structured and launched in 2023 with six dedicated teams, mostly from the Faculty of Science and Technology (FoST) and the Faculty of Engineering (FoE): Governance, Curricula reform, Research excellence, Innovation culture, Company linkage and Internationalization. This work-in-progress has been presented at IRSPBL2023 and is now in its implementation stage. New practices, key actions and capacity building per pillar are developed with strategic roadmaps, milestones and deliverables, learning and training programs, student and staff mobility, etc. The authors showcase concrete examples from each pillar and expose the key concept of international multi-disciplinary “Communities of Excellence” of the ESC. They emphasize the importance of international networks and partnerships, such as the AFRETEC network and the EU Global Gateway program, and share challenges and lessons learned.
Experiences of the transition from a Traditional to an Integrative Project-based Curriculum
In 2012, the UCL Faculty of Engineering Sciences made a major revision of its undergraduate curricula, through the implementation of the Integrated Engineering Programme (IEP). The academic year, 2023/2024, saw the IEP celebrate 10 years of new student intake into the reformed degree programmes which aimed to enhance the skills and societal awareness of graduates through a series of project-based learning experiences, integrated with a curriculum of instruction. Over these 10 years, it has evolved - through conscious action to improve but sometimes through unintended consequences of institutional initiatives or local developments. This paper documents the reflections of two leading members of the development team and shares experiences of implementing and maintaining a major curriculum reform focused on a student- centred, active and experiential approach to learning and teaching in a large, research-intensive university. It leverages a survey of alumni to highlight achievements, challenges and perceptions of this approach as seen by both staff and students. It considers the relationship between pedagogical ideologies and the practicalities of change within existing structures and the challenges of legacy within the institution. It aims to provide insight and support to those leading and managing programme-wide curriculum change.
Towards Integrated Engineering Curricula
Engineering education in South Africa faces persistent challenges, including diverse student preparedness, limited resources, and high dropout rates. This paper presents a project that responds by supporting national curriculum transformation through integrated learning approaches that embed both technical and professional competencies. In collaboration with University College London (UCL) and 16 South African universities, the project explores how global models can inform local curriculum design without direct replication. This paper examines four institutional case studies using Harden’s (2000) integration ladder and Fogarty’s (1991) curriculum integration models to map intended and actual integration practices. The frameworks offered a structured tool for comparative reflection and opened up strategic conversations about future directions. However, several limitations were noted: the models do not fully accommodate the interdisciplinary nature of engineering, assume a linear progression not always observed in practice, and focus on individual teaching rather than program-level design. Despite these challenges, the mapping process helped leaders of the four case study institutions herein critically reflect on where they are, where they intend to go, and how integration frameworks could evolve to remain relevant in diverse and complex educational contexts.
Integrated Engineering is emerging across the world. One commonality among programs is a desire to innovate in ways not seen as possible within traditional engineering disciplines. The inclusive pedagogical approaches seen in integrated engineering programs offer promise for truly transforming engineering education. These student-centered approaches align with caring pedagogies and provide sustainable infrastructure for supporting diverse student experiences. Innovation in engineering education can be challenging to implement and can be challenging to sustain. Community support can make a positive difference. Building on a series of community conversations at multiple international conferences as well as an international symposium in London during the summer of 2024, this paper will be used to spark a conversation about innovations related to integrated engineering. The goal is to include new voices to extend the existing community, build a stronger network, and provide an opportunity to reflect and plan implementation steps for enacting holistic approaches to engineering education.