Teaching STEAM and Engineering Education Through Project-Based Learning

This research probed into the application of educational technology and Web 2.0 tools in Project-Based Learning (PBL) to 6th grade Greek Primary School learners who are learning English as a foreign language. More particularly, this research probed into the teaching of writing skills to the aforementioned students through Web 2.0 tools and Project-Based Learning. Action research was conducted in which sixteen learners who attend a Greek State Primary School participated; they were involved in a five-month differentiated instruction program using Google Docs and blogs. Pre-tests and post-tests were distributed to the learners to investigate their level of writing skills according to criteria related to the learners’ overall ability to complete the writing tasks and the quality of writing production, namely spelling and punctuation, vocabulary range, accuracy and appropriacy, and to evaluate their improvement respectively. Qualitative research was also conducted: pre- and post-semi-structured interviews investigated their attitudes concerning the effectiveness of PBL in combination with Google Docs and blogs in terms of collaboration and process writing. The researchers/teachers also kept a reflexive journal which concentrated on the use of Web 2.0 tools, the writing processes, and the collaboration which took place amongst and between the learners and their teachers (who were also the researchers). Findings revealed that integrating project-based learning with educational technology and Web 2.0 tools was an effective means of enhancing young learners’ writing skills.

Teaching approaches in engineering undergraduate programmes develop over time, to accommodate latest industry demands and technological needs, toincorporate new technologies in teaching and learning, or it adapts to become more relevant to climatic changes in cultural and societal shifts ushered by thenext student generation.
 This study presents a new developed approach towards traditional Project Based Learning (PBL) in an engineering undergraduate 1st year program. PBL (Project Based Learning) also known as Problem Based Learning is a pedagogy which organises learning around projects. The project must involve some development of new understanding or new skills within a space occupied by group of students solving the task and teacher providing feedback. The duration of a PBL project spans traditionally from a few weeks in a semester to a full teaching year.
 The new approach presented in this study, was to implement a PBL project in an engineering paper which ran its full duration, start to finish in half a day. Shortened PBL projects offer an advantage of maintaining student engagement and cognitive impact throughout the entire project duration. A task often difficult to maintain by students during a normal length project.
 This study presents the evaluation of a short PBL project delivered in a 1st year undergraduate engineering programme. In the project, students were provided a physical space to tackle sustainable re-design of disaster-aid relief items and were also given access to interactive 3D visualisation technology known as CAVE environment as a design development tool. This study evaluates the effectiveness of short PBL projects as a teaching approach and impact on student engagement.

Project-Based Learning as the Vehicle for Social Responsibility and Social Justice Project-Based Learning (PBL) is a pedagogy that centers learning around projects that involve students in design, problem solving, decision making, and other investigative activities. Students engaged in PBL typically work autonomously over extended periods of time to create realistic products or presentations [1]. PBL allows students to serve specific groups of people in our society, while enriching students’ learning, retention and commitment by enhancing their interest, motivation and ability to see the relevance of classroom activities to solving real world problems [2-5]. PBL is also an excellent vehicle to make visible the intertwined social and technical dimensions of engineering. This allows for deep, authentic learning of important themes such as social justice (SJ) and social responsibility (SR), which otherwise currently exist primarily on the fringes of mainstream engineering curriculum. Thus, four faculty members in both the Petroleum Engineering (PE) Department and the Division of Engineering, Design, and Society (EDS) at the same engineering university used PBL to teach students to recognize, value, and begin applying SJ and SR in courses that focus on extractive industries, sustainable community development, and assistive technologies. This work-in-progress paper will provide a brief overview of PBL – the main principles, opportunities, hurdles, requirements, and a framework of best practices. Then, it will make an argument for using PBL as a vehicle for teaching SR and SJ, as compared to other methods of teaching. Next, concrete examples of how four faculty members have used PBL to deepen students’ understanding of SJ and SR will be presented. As these courses are being completed throughout the 2017/2018 academic year, only limited analysis as to their efficacy in teaching SJ and SR will be completed, and experiences teaching these courses compared. Finally, the paper will provide suggestions and a set of preliminary best practices for faculty who would like to bring SJ- and SR-themed PBL into their own courses. [1] Thomas, J. (2000). A Review of Research on Project Based Learning. San Rafael, CA. [2] Bielefeldt, A., Paterson, K., and Swan, C. Report from the February 2009 NSF Summit on Measuring the Impacts of Project Based Service Learning on Engineering Education. February 19-20, 2009. Washington, D.C. [3] Astin, A., Vogelgesang, L., Ikeda, E., and Yee, J. (2000). How Service Learning Affects Students. Retrieved on December 6, 2009 from the Higher Education Research Institute. <www.gseis.ucla.edu/heri/PDFs/HSLAS/HSLAS.PDF> [4] Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261 – 271. [5] Duffy, J., Barry, C., Barrington, L., and Heredia, M. (2009). Service-learning in engineering science courses: Does it work? Proceedings of the 2009 American Society for Engineering Education Annual Conference and Exposition.

Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way.

The article presents the application of 3D technologies in STEAM education through a conducted scientific research, highlighting the role of 3D modeling and 3D printing as an innovative approach in achieving an interdisciplinary learning model. The research included the following stages: preparation for designing a detailed 3D steam locomotive model; analysis of process difficulties; giving students and lecturers the opportunity to perform a specific modeling task, using basic primitives from solid geometry, as well as a questionnaire to analyze and evaluate the skills and knowledge of the participants in the 3D modeling field. In this context, the preparation process of a 3D steam locomotive model for educational purposes, using Autodesk 3ds Max software, is presented, and the 3D printing technology FDM is examined. We issued a challenge to the participants in the research to design a non-complex 3D model, using unfamiliar 3D modeling software Blender, within a limited time. The questionnaire covered topics in education, science, art, STEAM, and 3D modeling. The goal is to showcase the role of the integration of 3D technologies in educational environments with the idea of developing key skills and knowledge in learners.

This paper reports a study on teaching and learning strategies during the COVID‐19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre‐CLP involved using project‐based learning (PBL) with technology and continuous, practise‐based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre‐CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project‐based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP. Practitioner notesWhat is already known about this topic Project‐based learning (PBL) with technology is related to constructivist use of technology which leads to higher order thinking skills and the learner's ability to adapt learning and knowledge in new contexts.Effective teacher professional development (TPD) is continuous, uses community of practise (CoP) groups and offers opportunities to practise new knowledge and skills in the classroom context. TPD for technology integration allows the demonstration and practise of constructivist pedagogies.Access to devices, connectivity and digital resources in the local language are major issues faced by students to connect with teaching and learning in the COVID‐lockdown period (CLP), especially students in underprivileged settings. What this paper adds Prior exposure to PBL with technology and effective TPD when combined with demonstrations of this learning in a new context (COVID‐19 lockdown period, CLP required distance mode) will increase the likelihood of implementing PBL with technology in this new context.Besides increased use of technology, the CLP created a scope for adoption of teaching and learning pedagogies in the post‐CLP, such as the use of Instant Messaging Application (IMA) for a flipped classroom experience across home/social and school settings. Implications for practice and/or policy Standardised digital resources may not be the only solution for teaching and learning when schools have to be closed.Constructivist use of technology by students with project‐based learning (PBL), artefact creation on authentic tasks and inquiry‐based learning has the potential to transform students from passive consumers into active adapters in newer contexts like COVID‐19 lockdown period (CLP).Investment in practise‐based continuous professional development of teachers can develop a sense of agency and competence so that teachers can adapt technologies for constructive teaching pedagogies and mitigate access related challenges for students in different contexts.Integrate new teaching and learning strategies that emerged during the CLP in the curriculum and pedagogy of both in‐service and pre‐service teacher professional development.

Quantification of the quality of Engineers is a significant parameter contributing to an Industry person in recruiting an Engineering student, a government organization in sponsoring/ funding an entrepreneurial aspect of the student and an esteemed University in granting scholarship for higher education of the student. There is a need to improve the students' technological, communication, entrepreneurial skills during the course of the Engineering education. One such pedagogical technique contributing to student's skills is the Project Based Learning (PBL). Through PBL, students learn the courses instead of merely studying it. The significance of PBL and the consequences of practicing PBL in Engineering education is portrayed in this paper. The approach of PBL practiced in Kalasalingam Academy of Research and Education is explained with a case study of one of the courses, that followed PBL pedagogy. The evaluation pattern, rubrics and the supremacy of PBL over traditional pedagogy methods is estimated.

The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2011. The research aims to map the influence of project-based learning on the subjective perception of the academic achievement of students in the subject Information and communication technology (ICT). Target group was composed of high school students. Described research is a part of a broader research conception that focuses on a potential of project-based learning in educational area Information and communication technology. This conception of a project-based learning application in an educational area of ICT was determined problematic by an initial survey. Within the scope of this broader conception we already focused on adolescent student experience during project-based learning in ICT that included possibilities of emotional disorder reduction, published in (Mainz, Lovasov?, Magdin, 2012). This time, we focused on a potential of project-based learning in an area of perception of the academic achievement. Student?s performance in a subject is not determined only by his skills, but also by a manner in which he is aware of his skills. Self-perception is a major factor that influences learning, work motivation and determines a level of anxiety experienced by student in a task situations (Balcar, 1983). The research design consists of a preparatory part and a research and implementation part. In the preparatory phase, projects have been implemented in high school lessons of ICT. The projects were drawn according to the methodology of the Buck Institute for Education that allows very clear definition of boundaries among project-based learning, theme-based learning and problem-based learning. In the research and implementation part, the self-concept of student?s academic achievement was observed in these categories: evaluation of common intellectual skills, evaluation of specific skills for informatics and self-confidence in a performance in a context of a social group. For the purposes of the observation, a modified standardized psychometric tool - SPAS "Self-concept of the Academic Achievement of Children" (Mat&amp;#283;j&amp;#269;ek, V?gnerov?, 1992) was used. This tool was successfully used many times for evaluation of newly implemented educational methods. The results were processed according to the manual for the standardized psychometric tool and were compared to the results of control groups, in which project-based method was not implemented. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.

Engineering education is an important part of preparing quality graduates for the challenges of the Covid-19 and post-pandemic conditions, and electronics engineering education is no exception. Blended learning-based projects as an alternative to innovative learning at this time. This study aims to explore and explain the application of blended learning-based projects in electronics engineering education courses. The research method used is a project-based product design and development carried out by blended learning. We conduct our project activities in higher education special students from Electronic Engineering Education that take part in the learning of this project. Students who participate are only limited to small groups to avoid the impact of the Covid-19 pandemic, in 1 small group consisting of 3-5 people and there is 1 group leader who manages the work, while other members are supportive and help complete joint projects. The results of this study show the ability of students to work by implementing project-based learning in producing products, namely Exhaust Fan products based on Electrostatic Precipitator (ESP) as a form of a mini prototype that can be used for small household scale industries. The ability of students to work on product manufacturing by applying the principles of project-based learning in the category already has the ability to, skilled and thoroughly working on the project that was planned until it succeeded in becoming a product prototype which was carried out in project-based blended learning.

Purpose This study aimed to evaluate the effectiveness of a domain-specific hybrid teaching model for the undergraduate Electric and Hybrid Vehicles course. The model integrates traditional lectures, flipped classroom strategies, and project-based learning to improve student engagement, learning outcomes, and practical application skills. It also examines the potential of AI-based predictive analytics in monitoring and enhancing student performance. The broader purpose is to align teaching methods with NBA and ABET accreditation standards and explore opportunities for scalable implementation in engineering education. Design/methodology/approach A quasi-experimental mixed-methods design was used. The experimental group (n = 30) was taught using the hybrid model comprising traditional lectures (20%), flipped classroom strategies (50%), and project-based learning (30%). The control group (n = 30) received conventional instruction. Pre- and post-test scores measured knowledge gain, while project outcomes assessed practical learning. Student engagement was predicted using an AI-driven decision tree classifier trained on Moodle activity data. Quantitative analysis was supported with qualitative feedback to assess satisfaction levels and perceived learning improvements. Findings The experimental group demonstrated a 41.67% improvement in post-test scores compared to a 20.69% gain for the control group, with large effect sizes indicating strong impact. The AI-driven classifier achieved 87% accuracy in predicting student engagement, enabling targeted interventions for at-risk learners. Student satisfaction levels were high at 88%, and project outcomes showed marked improvement in creativity, technical quality, and teamwork. These findings confirm the hybrid model's effectiveness in enhancing conceptual understanding, practical application, and learner engagement beyond what conventional teaching methods deliver. Research limitations/implications The study was conducted with a relatively small sample size (n = 60) from a single institution, which may limit generalizability. The focus was restricted to one specialized course, so further research is required to validate the model across multiple domains and disciplines. Long-term retention of knowledge and transferability to professional contexts were not measured. Future studies could expand the sample, apply advanced AI methods for predictive analytics, and investigate scalability in diverse institutional settings. These findings imply the potential for hybrid pedagogy and AI-based learning analytics in engineering education. Practical implications The hybrid model provides engineering educators with a structured, evidence-based teaching approach that enhances both theoretical knowledge and applied skills. The integration of AI-driven engagement monitoring enables proactive support for students, reducing dropout risks and improving academic outcomes. Institutions can adopt this framework to align with NBA and ABET accreditation requirements while improving student readiness for industry challenges. The approach is scalable, making it feasible for wider implementation across technical courses. Project-based components foster innovation, teamwork, and problem-solving skills, directly benefiting professional preparedness. Social implications By enhancing engineering education quality C, the hybrid model contributes To Producing More industry-ready graduates who are skilled in emerging areas like Electric and Hybrid Vehicles. The integration of AI for learning analytics demonstrates how technology can personalize education and support equity by identifying and assisting struggling learners early. Improved student satisfaction and engagement can foster a culture of lifelong learning. Broader adoption of such models can strengthen the technical workforce C contributing to sustainable mobility solutions and addressing global challenges in clean energy and transportation. Originality/value This study is among the first to design and test a domain-specific hybrid teaching model in Electric and Hybrid Vehicle education, combining flipped classroom, project-based learning, and lectures in a structured ratio. The integration of AI-driven predictive analytics adds a novel dimension by enabling personalized interventions based on student engagement data. The research provides empirical evidence of significant learning gains, improved project outcomes, and alignment with international accreditation standards. Its value lies in demonstrating a scalable, replicable, and innovative framework for modern engineering education.

In psychology, playing is traditionally considered the most developing form of preschool children’s activity. Nowadays, despite the large amount of research demonstrating the significant impact of pretend play on the psychological development of the preschoolers, project-based learning is widespread in kindergartens. Therefore, the purpose of this work is to determine whether it is enough for the successful development of the preschool children to include them in pretend play or whether it is important to use other educational technologies as well. According to the cultural-historical and activity-based approaches in the educational psychology, the key features of play and project-based learning are identified as fundamental for the development of the preschoolers. Based on the identified key features, the authors conduct a comparative analysis of play and project-based learning in order to determine their fundamental differences. The results of the analysis show that these types of activities have their own developmental tools: an imaginary situation (in play) and a space for children’s realization (for project-based activity). It is also demonstrated that inclusion in pretend play involves a process orientation caused by the underdevelopment of the operational sphere in the preschoolers, while project-based learning is result-oriented activity aimed at creating a socially significant product. Finally, an essential point in play and project-based activity is associated with the role of the adult. In play, the child is independent, being the subject of play activity. In project activities, the child is the author of an idea, with the adult being the child’s interpreter. The research shows the fundamental differences between pretend play and project-based activity for the development of the preschoolers, which should be taken into account when working with children of this age.

Solutions to global challenges need a range of engineers with diverse skills and attributes, and it is the responsibility of engineering educators to shape the engineering education landscape, using their problem-solving expertise to educate future engineers for modern technological advances. Project-based learning (PjBL) is an educational approach that can integrate such needed skills and attributes into the curriculum. However, delivering a truly effective PjBL approach can be quite difficult without considering a holistic approach encompassing three key pillars: PjBL curriculum and assessment, PjBL culture, and physical and online PjBL spaces. This chapter presents a comprehensive overview of how PjBL has been successfully deployed across the Chemical Engineering curriculum at the University of Nottingham, UK, through the lenses of those pillars, and in the form of design projects, with a progressive integration and development of diverse skills and competencies throughout the years.

In the contemporary era, traditional teaching methods no longer adequately address the demands of modern education, leading to a growing reliance on innovative approaches.Educational innovation encompasses new strategies, tools and practices within the learning system.Among these, the use of online platforms, digital technologies, STEAM education, as well as project- and problem-based learning, has gained considerable significance.These approaches foster students’ creative and critical thinking, enhance collaborative skills, and encourage independent exploration. In the context of chemistry education, innovative pedagogical technologies- particularly projectbased learning- play a vital role.When students engage in experiments and simulations during the learning process, the retention and understanding of acquired knowledge are significantly improved. Incorporating innovations into education makes the learning experience more engaging, interactive, and outcome-oriented.This article examines the role of such innovations in teaching chemistry within general education schools.

In this case study, the aim was to implement project-based learning by utilizing e-portfolio assessment in a small-scale classroom (N = 8). The compulsory Design, Development, and Evaluation of Educational Software course in the curriculum of the Department of Computer Education and Instructional Technology was selected due to its strong relationship with real life while lending itself to addressing the major concern of project-based learning. Despite insufficient classroom size and students’ challenges on animation software, it was found that project-based learning was an appropriate choice for conducting such a course. Moreover, e-portfolio assessment proved to be valuable in project-based learning. In the rest of the paper, findings from other research studies evaluating project-based learning are discussed and recommendations are presented.

The objective of this research was to analyze the opportunities and impacts of the use of active methodologies and technologies in education, aiming to understand how these approaches can transform the teaching-learning process. The methodology adopted was a bibliographic research, which involved the review of academic studies, articles and books on the main active methodologies, such as problem-based teaching (PBL), project-based learning (PBL), the flipped classroom and gamification, and on the use of digital technologies in education, such as online platforms, artificial intelligence and augmented reality. The results indicated that, when integrated, active methodologies and technologies offer several opportunities, such as increasing student engagement, personalizing learning, fostering collaboration, and developing essential skills for the 21st century, such as autonomy and critical thinking. In addition, technological tools enable more efficient educational management, facilitating continuous assessment and real-time feedback. However, the survey also identified challenges, such as the lack of adequate infrastructure and inequality in access to technologies, which need to be overcome to ensure the inclusion of all students. The conclusion highlights that the combination of active methodologies and technologies has the potential to transform education, making it more dynamic, inclusive and aligned with the needs of a digital society, as long as it is accompanied by public policies that promote access and teacher training.