Project-Based Learning in Engineering

By Christine Enowmbi Tambe

Updated Mar 18, 2026

Introduction

Engineering graduates can struggle when they leave the classroom and face messy, real-world problems. Employers expect them to combine technical knowledge, scientific understanding, problem-solving ability, and social skills to reach sound decisions, yet many students come through teacher-centred academic cultures that give them limited practice in doing this.

A teacher-centred approach often promotes passive learning and memorisation, with too few opportunities to apply disciplinary knowledge to realistic problems. As a result, some graduates may show procedural expertise without fully understanding how the underlying concepts and principles connect. Traditional teaching methods can also miss the action-reflection-action cycle that supports knowledge creation and testing. This gap points to the need for curriculum design and teaching strategies that encourage deeper understanding and more critical engagement with course content.

Solution

Several strategies have been proposed to address the limitations of traditional instructor-centred teaching, but most depend on a shift towards student-centred, active learning. As Russell (2018) notes, "learning from personal experience tends to be more powerful and lasting than being told about it." At the same time, "students learn by doing, but only when they have time to reflect" (Ambrose et al., 2013). In other words, practical experience has the greatest value when students are given the space to think carefully about what happened and why it matters.

Action and experimentation stimulate reflection, the process of analysing a situation and evaluating the decisions made within it. Reflection can happen before, during, and after an experience, helping students build an understanding they can carry into future challenges. A collaborative environment strengthens that process by exposing students to other perspectives and prompting critical assessment of practice. One suitable way to introduce active and reflective learning in engineering is through project-based learning (PjBL).

Project-based learning places students at the centre of applying knowledge to professional problems. These situations trigger reflective practice, allowing students to test theory in context rather than treating it as something abstract, an aim shared with problem-based learning approaches. PjBL also encourages active participation in the teaching and learning process and is often supported by lectures that provide prerequisite knowledge. While PjBL has long been used in science education, it has gained fresh attention in engineering because employers want graduates who can solve problems, communicate clearly, work in teams, and make sound decisions.

There are several successful examples of PjBL in institutions around the world, the best known being the project-based engineering programme at Aalborg University in Denmark. PjBL strategies have also been introduced in individual engineering courses in the UK and the USA, where they have often supported further development of students' competencies.

Project-based learning Case study

Miranda et al. (2020) describe an eight-month multiple case study of a PjBL proposal implemented in two civil engineering modules with similar content at the University of Cantabria (UC), Spain. One was a compulsory final-year module, Geotechnical Works, with 30 students. The other was a second-year course, Geotechnical Engineering: Foundations, excavations, and tunnels, with 11 students. In both modules, students worked in groups to design a small-scale deep foundation, bringing in some of the same design questions raised by collaborative learning and its assessment.

With guidance from the teacher, students built their prototypes using a 3D printer and tested how effective they were. Each group also delivered an oral presentation of its results in English. The teacher took on the role of facilitator, clarifying the project, directing students to useful resources, and returning ideas for further thought when needed. This is a clear shift from the traditional instructor role, where the teacher controls the learning process and reveals the accepted answers.

The first implementation was evaluated at the beginning and end of the first four-month period using open-ended and closed-ended questionnaires, with those findings used to improve the second implementation, which was evaluated in the same way. Five students were also interviewed individually after each project, and the teacher of both modules was interviewed to explore issues raised in the questionnaires in more depth.

Measurable Impact

Participants unanimously agreed that lecture- or masterclass-based teaching was the main strategy at the school of Civil Engineering and that they needed more experiential activities like this one. That matters because the PjBL proposal produced clear benefits for both student learning and professional development. Students applied theoretical knowledge to challenging practical situations, reflected on their decisions, and used ad hoc strategies to solve the problem. The designs presented by the groups showed sound judgement and effective use of both new and prior knowledge, which suggests a deeper understanding of the subject matter.

Because there was no single correct solution, students also developed creativity and innovative thinking. The project was designed to reflect the kinds of challenges engineers face in practice, which helped students better understand the complexity of professional work. Collaboration pushed them to integrate other perspectives, while the English-language presentation element helped develop oral communication skills. Students also built managerial skills by delegating responsibilities within their groups.

The teacher responsible for the PjBL proposal stressed that implementation was not straightforward. One challenge was its novelty and the complexity of integrating it into a curriculum that had long followed a traditional teaching approach. Another was the bewilderment students felt at the start of the project, when they had to reflect on previous knowledge and apply engineering judgement. Even so, these early difficulties appear to be part of the reflective process that PjBL is designed to unlock.

For institutions considering a similar approach, Miranda and co-authors (2020) offered the following guiding principles for implementation:

Begin with a small project before reforming individual subjects or the wider curriculum.
Consider and plan for the processes involved in curriculum change at the university.
Immerse students in projects that feel sufficiently real, including legal regulations where relevant. If possible, involve real industry partners.
Build meaningful differences into the work schemes of different groups to introduce new aspects and avoid redundancy or copying.
Equip students with project management tools such as portfolios, project plans, and forums, so collaboration stays productive.
Use debates instead of presentations to encourage discussion and joint analysis. If possible, include industry partners on the panel to assess the work and provide "real world" feedback.

If you want to understand how students at your institution experience project-based learning, Student Voice Analytics helps you analyse open-text feedback at scale and track themes such as confidence, teamwork, and real-world relevance.

FAQ

Q: How do students feel about transitioning from a traditional learning environment to a project-based learning approach?

A: Students often feel both excitement and apprehension when moving from traditional teaching to PjBL. The shift asks them to apply theory in practical settings, reflect on what they are doing, and take a more active role in learning. That early uncertainty is significant because it shows students are working beyond passive recall and into judgement, adaptation, and participation. As they become more familiar with the approach, many begin to value the hands-on experience and the way it builds problem-solving, teamwork, and communication skills.

Q: What specific challenges do teachers face when implementing project-based learning in their curriculum?

A: Teachers face both design and delivery challenges when implementing PjBL. The approach can be difficult to fit into a traditionally structured curriculum, and it requires teachers to move from knowledge providers to facilitators who guide exploration, reflection, and real-world application. A further challenge is keeping students engaged through uncertainty at the start of the project, which is why clear guidance and opportunities for student voice in curriculum design matter.

Q: How does project-based learning impact the development of social skills among students?

A: Project-based learning can strengthen social skills because students have to work together on complex problems rather than complete isolated tasks. In doing so, they must communicate clearly, negotiate roles, integrate different perspectives, and respond to one another's ideas. These interactions help students develop leadership, teamwork, and conflict resolution skills that are valuable in professional practice as well as in the classroom.

References

[Source Paper] Miranda, M., Saiz-Linares, Á., da Costa, A. and Castro, J., 2020. Active, experiential and reflective training in civil engineering: evaluation of a project-based learning proposal. European Journal of Engineering Education, pp.1-20
DOI: 10.1080/03043797.2020.1785400

[1] Ambrose, S.A., 2013. Undergraduate engineering curriculum: The ultimate design challenge.
Available at: The Bridge, 43(2), pp.16-23.

[2] Russell, T., 2018. A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), pp.4-14.
DOI: 10.1080/02619768.2017.1395852

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