Abstract
The challenges of the global labour market require university authorities to extend traditional forms of education into more innovative and effective solutions. Project-based learning (PjBL) is one of highly effective methods for acquiring knowledge and teaching “soft” skills to future employees. This article describes an experimental use of PjBL at a university with a long history of teaching based on traditional methods—the Gdansk University of Technology. The experiment was conducted in the academic year 2017–2018, in collaboration with the city of Wejherowo. The project’s main goal was to solve the city’s real problems related to climate change, land development and water management. The project was implemented experimentally as part of two subjects: spatial planning, and monitoring and environmental management to ensure an interdisciplinary approach and cover the scope of the project fully. The results of the experiment confirmed the evidence-based advantages of PjBL. However, several methodological, organisational and technical problems, which need to be resolved before a new edition starts, were encountered during the experimental implementation of the method. The experiment was positively received by students, clients, and tutors. To evaluate the impact of PjBL on spatial planning education, the new edition must include a methodological framework for evaluation.
Highlights
Today’s industry sets entirely new challenges for engineers
The results prove that over half of Gdansk University of Technology (GUT) students find work immediately after graduation, and their employers value their qualifications highly
According to [28] the authors implemented all elements required for Project-based learning (PjBL), which were: student comprehensive engagement in real-world tasks resulting in a product or presentation to an audience
Summary
Today’s industry sets entirely new challenges for engineers. Knowledge and skills are not enough to successfully compete for work. There is evidence to suggest that employers are increasingly prioritising social and emotional skills [1]. Employers look for staff who understand teamwork, discipline, communications, and hard work [2]. Baillie and Fitzgerald [3] state that the skills required for graduates of tomorrow are the skills to analyse, critique and communicate innovative solutions within a team-based work environment. Employers report that their main concern is not a shortage of graduates, but the transversal skills of graduates such as communication and problem-solving skills [1]
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