Search Results (121)

Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners. Full article

This study investigates Project-Based Learning (PBL) to boost student engagement in a Transport Phenomena course at the Federal University of Mato Grosso do Sul (UFMS). Through a hands-on project involving Floating Treatment Islands (FTIs) for water quality improvement, PBL was hypothesized to enhance student involvement and analytical skills. Students designed and optimized FTIs, experimenting with configurations like root length and plant type. Quantitative outcomes reveal a standard deviation of 1.5 in project scores among top performers (course average > 6), reflecting diverse problem-solving strategies, while a standard deviation of 0.8 near the passing threshold (course average ≈ 6) indicates consistent efforts to improve grades. Additionally, 80% of students rated their experience ≥ 4 on a 5-point scale, signaling high satisfaction, although 40% identified data interpretation as a challenge requiring targeted support. Outcomes were assessed by analyzing score variability, revealing higher standard deviations among top performers, indicating diverse problem-solving approaches, while lower deviations near the passing threshold suggested uniform efforts to improve grades. Despite general satisfaction, some students faced data interpretation challenges, highlighting areas for instructional refinement. The results affirm PBL’s effectiveness in fostering engagement and practical skills but suggest that adaptive teaching methods are essential to support comprehension and maintain engagement across different performance levels. Full article

This study investigates the integration of LTspice simulations and structured reflective practices within a project-based learning (PBL) framework in a Microelectronic Circuits course. The course was designed to improve students’ conceptual understanding, problem-solving abilities, and engagement by embedding simulation-based assignments and guided reflections within a final design project. A qualitative case study was conducted with 49 third-year undergraduate electrical engineering students. The data sources included structured reflection submissions, researcher observations, and evaluations of project presentations. Thematic analysis identified five recurring themes: linking theory to practice, iterative problem-solving strategies, metacognitive awareness, peer engagement, and reflections on integration challenges and benefits. The results indicate that the LTspice simulations enabled the students to visualize circuit behavior, experiment with design parameters, and observe the effects of design trade-offs. The integration of structured reflection prompted deeper learning by helping the students recognize misconceptions, articulate troubleshooting strategies, and build confidence in circuit analysis. Although some students initially struggled with the complexity of the simulation software, the iterative and collaborative nature of the PBL process increased their motivation and promoted meaningful engagement. This study contributes to the growing body of research on active learning in engineering education and offers practical recommendations for implementing simulation-based learning environments that promote critical thinking, metacognition, and technical competence. Full article

Rotating electrical machine maintenance is a core component of engineering education curricula worldwide. Within this context, vibration monitoring represents a widespread methodology for electrical rotating machinery monitoring. However, the multi-physical nature of vibration monitoring presents a complex learning scenario, including concepts from both mechanical and electrical engineering domains. This article proposes a novel knowledge-based educational experience design leveraging an integrated FEA-assisted test bench aimed at comprehensively addressing the electromechanical link between stator current and frame vibration. To this aim, a Finite Element Analysis (FEA) model is utilized to link excitation electrical signals with airgap radial forces acting in the stator. The subsequent correlation of these FEA predictions with measured frame vibrations on a physical test bench provides students with the theoretical concepts and practical tools to adequately comprehend this complex multi-physical phenomenon of wide application in real industrial scenarios. The pedagogical potential of the method also includes the development of critical thinking and problem-solving soft skills, and foundational understanding for digital twin concepts. A Delphi-style expert survey conducted with 25 specialists yielded strong support for the pedagogical robustness and relevance of the method, with mean ratings between 4.32 and 4.64 out of 5 across key dimensions. These results confirm the potential to enhance deep understanding and practical skills in vibration-based electrical machine diagnosis. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

This study presents a case of community-integrated project-based learning (PBL) at a Japanese National Institute of Technology (KOSEN). Three students collaborated to design and build a rideable 5-inch gauge railway system, integrating mechanical design, brushless motor control, and computer vision. The project was showcased at public events and a partner high school, providing authentic feedback and enhancing learning relevance. Over 15 weeks, students engaged in hands-on prototyping, interdisciplinary teamwork, and real-world problem-solving. The course design was grounded in four educational frameworks: experiential learning, situated learning, constructive alignment, and self-regulated learning (SRL). SRL refers to students’ ability to plan, monitor, and reflect on their learning—a key skill for managing complex engineering tasks. A mixed-methods evaluation—including surveys, reflections, classroom observations, and communication logs—revealed significant gains in technical competence, engagement, and learner autonomy. Although limited by a small sample size, the study offers detailed insights into how small-scale, resource-conscious PBL can support meaningful interdisciplinary learning and community involvement. This case illustrates how the KOSEN approach, combining technical education with real-world application, can foster both domain-specific and transferable skills, and provides a model for broader implementation of authentic, student-driven engineering education. Full article

Solving many of the pressing issues facing the world today will require a deep and integrated understanding of science, technology, engineering, and mathematics (STEM). To prepare today’s K-12 students to tackle these challenges, STEM education must create opportunities to learn disciplinary content while inventing actionable solutions to messy, interdisciplinary problems. Learning frameworks, such as Project-Based Learning (PBL), Design-Based Learning (DBL), and Entrepreneurial-Based Learning (EBL), could support this reconceptualization of STEM education. New approaches are needed that leverage and integrate what works from these frameworks to better prepare students for success post-schooling. This means leveraging frameworks that emphasize practices and ways of thinking that support students to build and justify solutions that create value for users, while also creating a need for disciplinary content knowledge. This is especially necessary for mathematics, a discipline that is often treated insufficiently in interdisciplinary STEM activities. This paper introduces the Design & Pitch (D&P) Challenges in STEM Learning Framework, a novel learning framework that leverages features of PBL, DBL, and EBL, situating math learning within entrepreneurial pitch competitions. It describes the D&P Learning Framework and explores how each contributing learning framework combines to enhance students’ work, focusing their mathematical reasoning, while also empowering them to invent relevant solutions to authentic problems. Full article

This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market. Full article

Traditional theoretical mechanics courses often emphasize the rote learning of principles over practical applications. This focus can diminish student engagement and leave graduates ill prepared for applying concepts to real engineering problems. To address these challenges, this study introduces a bidirectional teaching reform that integrates a front-end focus on cultivating engineering thinking with a back-end focus on personalized assignment design. In the front-end reform, active learning methods, including case-based and project-based learning (PBL) within a structured BOPPPS lesson framework, are used to connect theoretical content with real-world engineering scenarios, thereby strengthening problem-solving skills and engagement among students. The back-end reform introduces personalized and collaborative assignments tailored to the interests and abilities of students, such as individualized problem sets, programming-based exercises, and team projects that encourage innovation and a deeper exploration of mechanics concepts. By addressing both in-class instruction and post-class work, these two reforms complement each other, providing a cohesive learning experience from initial concept acquisition to practical application. Implemented together in a second-year undergraduate mechanics course, this integrated approach was observed to increase student motivation, improve students’ ability to apply theory in practice, and enhance overall teaching effectiveness while fostering stronger collaborative skills. This bidirectional reform provides an effective model for modernizing theoretical mechanics education and prepares students to meet contemporary engineering needs by bridging the longstanding gap between theoretical knowledge and practical application. Full article

This commentary explores the innovative introduction of English Problem-Based Learning (PBL) scenarios into child and adolescent psychiatry at Nagoya University, Japan. Recognizing the increasing need for multicultural competence and English proficiency among Japanese medical students, our initiative aims to enhance clinical problem-solving skills and cultural awareness. Developed in collaboration with the Norwegian University of Science and Technology, these PBL scenarios address the unique challenges of treating patients from diverse cultural backgrounds. Implemented since 2018, our curriculum integrates these scenarios for fourth-year medical students, fostering an environment of active learning and intercultural communication. Surveys conducted in 2019 and 2021 reveal positive student attitudes towards this approach. This commentary highlights the significance of English PBL in modernizing medical education in Japan, promoting global readiness among future medical professionals and addressing the demographic challenges faced by Japanese universities. Full article

This paper presents a Problem-Based Learning (PBL) electrochemistry course contextualized within a real-world problem of wastewater treatment, designed to enhance students’ subject matter knowledge. The sample was a group of chemistry and chemical engineering undergraduate students who were taking an electrochemical course. The research outlines various activities and analyzes five cases of team learning outcomes using Atlas.ti(TM) 22 software. The analysis identifies and describes eight categories of scientific knowledge and practices derived from student reports. The results are represented using a Sankey diagram to show the complexity of students’ thinking after solving their problem. The findings indicate significant progress in students’ conceptual understanding of electrochemistry, the development of complex thinking, and the recognition of its relevance in solving everyday problems. Full article

Ulster University’s School of Medicine embraces a problem-based learning (PBL) approach, yet crafting scenarios for this method poses challenges, requiring collaboration among medical and academic experts who are often difficult to convene. This obstacle can compromise scenario quality and ultimately impede students’ learning experiences. To address this issue, the school trialed the use of AI technology to develop a case scenario focusing on headaches caused by cerebral haemorrhage. The process involved a dialogue between a single “author” and ChatGPT, with their outputs combined into a complete clinical case adhering to the school’s standard template. Six experienced PBL tutors conducted quality checks on the scenario. The tutors did not immediately endorse its use, recommending further enhancements. Suggestions included updating terminology, names, spelling, and protocols to align with current best practices, providing additional explanations such as interventions and improvements post-initial stability, incorporating real scans instead of descriptions, reviewing symptoms and timelines for realism, and addressing comprehension issues by refraining from directly providing answers and including probing questions instead. From this trial, several valuable lessons were learned: AI can assist a single author in crafting medical scenarios, easing the challenges of organizing expert teams. However, the author’s role shifts to reviewing and enhancing depth, guided by a template, with clinician input crucial for authenticity. ChatGPT respects patient data privacy and confidentiality by abstaining from providing scanned images, and while AI can generate discussion questions for tutorials, it may require modification to enhance specificity and provoke critical thought. Furthermore, AI can generate multiple-choice questions and compile reading resources to support self-directed learning. Overall, adopting AI technology can improve efficiency in the case-writing process. Full article

This paper investigates a proposal for teaching Green Chemistry concepts through the implementation of a Problem-Based Learning (PBL) approach in a specific and optional course on the subject in higher education. The main objective was to analyze the effect of implementing Problem-Based Learning (PBL) didactics on understanding Green Chemistry principles within a course with 8 university students. Through this methodology, students analyzed case studies involving the identification of GC principles in industrial redesign processes and the problematization of controversial situations related to the importance of discussions on chemical processes. Two specific cases, bio-based butylene glycol and enzymatic treatment of paper, were used to test students’ ability to recognize and justify the relevance of these principles. Additionally, another activity about the synthesis of acetanilide allowed students to identify which of four methodologies could be considered the greenest, considering different aspects. The research revealed that although the PBL approach effectively engaged students and deepened their understanding of GC principles, some concepts presented challenges. Certain principles of Green Chemistry, such as atom economy and catalysis, proved complex for some students, leading to confusion and challenges in assessing the “greenness” of processes. Nonetheless, students demonstrated improved knowledge and practical application of GC principles, linking them to industrial processes like bio-based material production and analyzing the benefits and drawbacks of different methods for producing the same substance. This study highlighted the value of a dedicated PBL approach with adequate resources to foster discussions and understanding. However, elective courses often attract only those already familiar with the subject, limiting broader engagement and field expansion. Disparities in case material quality, particularly for bio-based butylene glycol and acetanilide production, underscored the need for well-structured resources. Future research should include larger sample sizes for statistical validation and more class time for discussions and supplemental activities. This study contributes to the literature on active learning strategies, showcasing PBL’s potential to enhance sustainable chemical education. Full article

This study explores first-year university students’ perceptions of psychological safety, team creativity, and academic well-being in problem-based learning (PBL) teams at Aalborg University, where PBL is systematically implemented. These constructs are vital for fostering effective collaboration and positive academic outcomes, yet their interrelations in educational contexts remain underexplored. A survey was administered to 893 students across STEM and Health programs, using validated instruments for psychological safety, team creativity, and academic well-being. Results indicate moderate to strong correlations among the three constructs, underscoring the interplay and connection between psychological safety, team creativity and academic well-being in team settings. Gender and program-based differences were examined, revealing small but significant distinctions, such as higher team creativity scores among STEM students and greater psychological safety reported by male students. These findings highlight the importance of fostering trust and inclusivity within PBL teams, particularly for students transitioning to university-level education. This study contributes to understanding the interplay between psychological safety, creativity, and academic well-being in collaborative learning environments and highlights the need for further research to explore both the development and distribution of these critical concepts, especially during students’ transition to higher education. Full article

In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in a PBL context defines four interdisciplinary project types, and this article aims to develop a conceptual understanding that can inform the design of project types. To design interdisciplinary project collaboration, it is necessary to understand the characteristics of the disciplines involved. In the literature, we identified three major dimensions: knowledge, culture, and approach to learning, all of which play a role in the understanding of problems and collaboration. Furthermore, it is important to understand the move from the disciplinary to the more interdisciplinary project types. In this regard, problem design and team collaboration are chosen areas to exemplify the complexity of this move. As an outcome of this paper, a conceptual framework is developed combining the three dimensions of disciplinary understanding with the interdisciplinary project types. This creates an understanding of what to take into consideration in a design process moving from disciplinary to interdisciplinary projects, especially in the design of problems and interdisciplinary project collaboration. Full article