Project-Based Learning in Engineering
Updated May 28, 2026
Engineering students need more than procedural knowledge. They need to apply theory to uncertain problems, work with other people and explain decisions clearly. Project-based learning can help, but only when it is designed as more than a practical add-on.
Miranda, Saiz-Linares, da Costa and Castro studied a project-based learning proposal in civil engineering at the University of Cantabria. The case is useful because it shows both the educational benefits and the implementation friction.
What the study shows
The project ran in two geotechnical engineering modules. One was a compulsory final-year module with 30 students; the other was a second-year module with 11 students. In both, students worked in groups to design a small-scale deep foundation, build prototypes with a 3D printer and test their effectiveness. They also presented their results in English.
The teacher acted as a facilitator rather than the sole source of answers. That role shift is central to project-based learning. Students still need guidance, but they also need room to make decisions, test approaches and reflect on the consequences.
The project gave students a realistic engineering problem with no single correct solution. That encouraged creativity, judgement and the use of prior knowledge. It also made collaboration meaningful because students had to bring different perspectives into the design and testing process.
Students reported that the school still relied heavily on lecture or masterclass teaching and that they wanted more experiential activity. The project helped them apply theory, develop problem-solving strategies, communicate in English and practise managerial skills such as delegating responsibilities.
The teacher also reported challenges. The approach was new to the curriculum, and some students were uncertain at the beginning because they had to decide how to use previous knowledge rather than follow a fixed answer path. That early uncertainty is not necessarily a flaw. In project-based learning, it can be part of the learning process, provided the support is strong enough.
What universities can do with this
Start small. A focused project inside one module is often more realistic than a whole-curriculum reform. It gives staff a chance to test timing, resources, assessment and student support before scaling.
Make the problem authentic enough to matter. Where possible, include professional constraints, legal requirements, client perspectives or industry partners. Students should feel that the task resembles the judgement they will need beyond university.
Support collaboration deliberately. Project plans, portfolios, forums and milestones help students organise the work and make contribution visible. Without that structure, group projects can drift or become dominated by a few students.
Use reflection as part of the assessment. Project-based learning is strongest when students explain why they made decisions, what they learned from testing and how they would improve the design. A polished final product is useful, but the learning sits in the reasoning behind it.
Student voice evidence should sit alongside performance data. Ask students whether the project felt authentic, whether guidance was sufficient, whether teamwork was fair and whether the task helped them connect theory to practice.
Limits of the evidence
This is a small civil engineering case study, so it should not be treated as proof that every project-based design will work. The transferable lesson is about conditions: realistic problems, clear facilitation, structured collaboration and reflection.
FAQ
Q: Why is uncertainty useful in project-based learning?
A: Professional problems rarely arrive as tidy exercises. Some uncertainty helps students practise judgement, but it must be balanced with clear support and milestones.
Q: What is the teacher's role?
A: The teacher facilitates the work, clarifies expectations, points students towards resources and challenges weak reasoning without taking over the project.
Q: How should project-based learning be assessed?
A: Assess the product, the reasoning and the process. Students should show what they built or proposed, why they made those choices and how the group worked.
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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