Emirati Students Research Articles

Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

In recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot!, a game-based interactive platform in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured interviews (N=10) to understand Emirati students’ general perception of Kahoot!. In addition, quantitative evidence was collected through an online survey (N=112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot!. Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students’ attention, increase participation, and provide students with an enhanced enjoyable learning experience.

The cultural dimensions of information use: A mixed methods approach to the information use experience of Emiratis in Higher Education

Upon transitioning to higher education, Emirati students bring their cultural values and sentiments into the teaching and learning environment. Using the Explanatory Sequential method of Mixed Methods approach, this research explored how the information use of Emirati students enrolled in higher education is experienced in light of what is revealed when national culture is explored. This research provides empirical data contributing to the discussion of how culture intersects with information use in higher education. New contributions underpin the relationship between culture and information use. They also support the design and implementation of pedagogical approaches that recognize cultural diversity of learners.

Depression Severity and Depression Stigma Among Students: A Survey of Universities in Five Countries.

In the university setting, mental disorders have come under greater scrutiny and more attention has been given toward addressing the social stigmas associated with mental illness in an effort to promote mental well-being and improve mental health care delivery on-campus. Depression has been previously linked to a reduction in quality of life, suicidal ideation, and poor academic performance. However, few studies have directly compared the burden of depression or stigmatized views between multiple universities. As a result, this cross-sectional study of university students from five countries was performed to determine the burden of depressive disorders, the stigmatizations of beliefs related to depression, and international variation. A questionnaire consisting of a sociodemographic survey, Patient Health Questionnaire-9 (PHQ-9), and Depression Stigma Scale (DSS) was distributed via multiple routes to undergraduate and graduate students at institutions in the United States, Taiwan, United Arab Emirates, Egypt, and Czech Republic. The point prevalence of depression was determined by using the algorithm scoring method of the PHQ-9. Depression severity was determined according to the summed-item scoring method of the PHQ-9. The degree of stigmatization of beliefs was determined by continuous scores on the DSS subscales for personal and perceived stigma. Differences in depression severity, personal stigma, and perceived stigma were determined according to analysis of variance and further studied using post hoc Tukey's tests. Responses were collected from students in the United States (n = 593), United Arab Emirates (n = 134), Taiwan (n = 217), Egypt (n = 105), and Czech Republic (n = 238). Of 1287 responses, 30.7% (n = 396) screened positive for a depressive disorder: 18.0% (n = 232) for major depressive disorder and 12.7% (n = 164) for another depressive disorder. Depression severity differed internationally (p < 0.001). Emirati students significantly exhibited most depression followed by Czech, American, and Taiwanese students (all ps < 0.001). There was also a difference between students of different countries in terms of personal stigma (p < 0.001), with Emirati students holding more stigmatized personal views than Czech, American, Egyptian, and Taiwanese students (all ps < 0.001). Students similarly demonstrated differences in terms of personal stigma (p < 0.001). Egyptian students exhibited the most perceived stigma followed by Emirati, Taiwanese, American, and Czech students (all ps < 0.001). These findings suggest a high point prevalence of depression among university students and differences in the severity of depression, which has implications for the delivery of mental health care in this population. There were significant differences in terms of personal and perceived stigma between university students, indicating resource allocation for university-based campaigns to reduce depression stigma may need to be tailored to the population. After implementation of stigma reduction programs, future follow-up surveys can be done to compare degrees of stigma before and after the intervention.

UGT-Based Study of SM Use Among Undergraduates in UAE and Kuwait

The technology is getting advanced and likewise the social media is gaining maximum attraction of individuals. The trends of the world are changing day by day so that the impacts are also changing as per needs and demands of the world. Social media has made the changes in the process of interaction between the public and government officials. Middle East communities have great access to new technologies and internet, especially, the Gulf Cooperation Council countries (GCC) that are recognized by advanced infrastructures. Therefore, a sharp increase in social media use is noticed in the area particularly the youth who are more attracted to these platforms. This paper focus on Uses and gratifications of social media use among college students in United Arab Emirates and Kuwait for three social media sites: Twitter, Instagram, and Snapchat. Mixed methodologies are applied (quantitative and qualitative) to explore various use and gratifications factors as well as other social factors among youth that contributes in the adoption of these social network sits (SNSs). Moreover, several statistical tests were performed to analyze the collected data. Few research articles have been published about new and social media platforms use in the region; however, comparative studies were rarely noticed regarding this subject. The survey includes (N=190) samples between Kuwaiti and Emirati students. The study reveals that entertainment is the major use and gratification reason for using the three platforms, while the main social factor is identification. Social media is vital when it comes to the issue of the national, political, and business life.

Exploration of Lifestyle Choices, Reproductive Health Knowledge, and Polycystic Ovary Syndrome (PCOS) Awareness Among Female Emirati University Students.

ObjectiveHealthy lifestyle and adequate reproductive health knowledge are prerequisites for maintenance of physical and mental well-being of women across the world. With increasing prevalence of metabolic disorders such as polycystic ovary syndrome (PCOS), it is important that sufficient awareness of these issues is generated, especially in conservative communities in Arab regions. The main objective of this study is to assess reproductive health (RH) knowledge and awareness of PCOS among female Emirati students and also to explore their lifestyle choices.Materials and MethodsA total of 493 Emirati students were recruited based on convenience sampling and completed a survey containing questions related to demography, lifestyle preferences, RH knowledge, and PCOS awareness.ResultsOf the students, 13% self-reported being diagnosed with PCOS, with 3.5% also taking medication for the same, 6% reported having high androgen levels, 30.7% reported polymenorrhea, and 3.5% reported oligomenorrhea for frequency of menstrual cycle. Also, 12.4% students experienced abnormal bleeding (heavy/none) during menstruation and 24% reported excessive body hair. It was found that 4.3% of students were taking medication for hyperglycemia and 75% of students reported a family history of diabetes. Students displayed low reproductive health knowledge and poor awareness of PCOS. Lifestyle preferences indicated low physical activity and high indulgence in fast food.ConclusionLifestyle choices adopted by Emirati University students may predispose them to disorders such as PCOS. Early detection and management of PCOS coupled with a dynamic awareness campaign for RH can help in improving fertility rates of Emirati women. The study identifies major gaps in knowledge and awareness of RH and PCOS in Emirati women that need to be addressed by creating a culturally congruent heathcare policy with emphasis on education and health promotion. Mandatory PA programs and increasing availability of healthy eating options in campus should be considered by all universities, particularly in Arab regions, for improving lifestyle and preventing metabolic disorders in young students.

Sociocultural Integration of Bilingualism and Biliteracy of Emiratis: Exploratory Study in a Group of Fifth-Grade Students

This study explores the sociocultural integration of bilingualism and biliteracy practices of a group of Emirati fifth-grade students, who were learning English and Arabic and using English as the medium of instruction for math and science. The explanatory, mixed methodology study examines how sociocultural aspects of language learning are integrated in the learners’ bilingualism and biliteracy practices by using both quantitative and qualitative means. In the first phase, a group of fifth-grade students (n = 350), selected for the transitional nature of their grade cycle, and their Arabic and English teachers (n = 350) were surveyed on their bilingualism and biliteracy practices, with a particular focus on sociocultural factors. The second qualitative phase featured a more in-depth investigation of these practices through interviews with two English teachers, two Arabic teachers, and three students. The results revealed that the fifth-grade students did not possess adequate bilingualism and biliteracy abilities in English or, to a lesser degree, in Arabic, for their expected grade level. The reasons included lack of continuous bilingual/biliteracy interactions, lack of parental involvement and absence of a rich school context. Further, there have been no orchestrated efforts to engage the students with the sociocultural aspect of language learning. Thus, integrating the multifaceted aspects of bilingualism and biliteracy contexts and practices is strongly recommended in order to enrich these linguistic approaches to enable fifth graders excel in both languages, and to improve cross-linguistic transfer. Keywords: ESL; Emirati Education; bilingualism; biliteracy; sociocultural aspects

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

BackgroundMany university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance.MethodsThis longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA.ResultsOver a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09).ConclusionThis study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

Work Readiness across Various Specializations

&#x0D; The employability of locals in the United Arab Emirates is a national priority and an integral part of Emiratisation, which is an affirmative action policy of the United Arab Emirates Government that promotes preferential hiring status to Emiratis. The latter safeguards national identity, economic sustainability, and political stability (Modarress, Ansari and Lockwood, 2013). The purpose of this research is to study the work readiness of Emirati graduating students across various specializations. The theoretical framework for this study is the four-factor model by Caballero, Walker and Fuller-Tyszkiewicz (2011). The four factors are personal work characteristics, organizational acumen, work competence and social intelligence. The research conducted so far on work readiness of graduates has been limited to particular disciplines (Walker, Storey, Costa, Leung, 2015; Dermott, 2007; Jollands, Jolly and Molyneaux, 2012; Haigh, Ell and Mackisack, 2013; Dermott and Ortiz, 2017). This study contributes to the existing body of knowledge as it does not focus on a single specialization and takes a broad exploratory look at work readiness across five specializations, namely business, information technology, health sciences, applied communication and engineering. 302 graduating Emirati students chosen randomly from various disciplines in different institutions participated in this quantitative research study by filling in a 60-item work readiness questionnaire. The main findings of this study is that specializations in tertiary education vary not only in terms of curriculum, technical knowledge, skills and abilities taught, but also in the preparation for employment which influences the perceptions of graduating students of their work readiness; graduating students in a health specialization perceiving to be the most work ready and graduating students in a business specialization perceiving to be the least work ready.

An Investigation of the Factors Influencing UAE Nationals to undertake Technical and Vocational Education

Technical and vocational skills are essential for the United Arab Emirates (UAE) to secure growth and wealth as per the UAE Vison 2021, Abu Dhabi Vision 2030 and Emiratization strategies. Gaining insights about the factors that influence Emirati students that study technical and vocational education can support the UAE to attract more Emiratis into that area. What are those major influential factors, and are there any differences related to the gender, age level, and location of living in the UAE? The factor analysis revealed five underlying factors; the career factor, the economic factor, the guidance factor, the media factor, and the social environment factor. The career factor (M = 3.48) is perceived as the most influential one, followed by the social environment factor (M = 3.32). The independent sample t-test presented a statistically significant difference between male (M = 2.8, SD = 1.066, N = 178) and female (M = 2.6, SD = 1.066, N = 250) perceptions in the economic factor (t [426] = 2.042 = 0.042, p &lt; 0.05). The result shows that males place more emphasis on the economic aspect when considering their educational paths. The one-way ANOVA revealed a statistically significant variance in the economic factor for the location of living (F [7,420] = 4.278, p &lt; 0.05). The research discloses that the career aspects and future job perspectives in addition to parents of national students are the most considerable influencer, which is forming the basis for this study. Differences in perceptions could be discovered for economic aspects only. The findings reveal it is essential to consider the career, economic aspect, and parents’ involvement when marketing technical and vocational education to Emirati students. Social media marketing is recommended as an advertising tool for best results.

Evaluation of Self-Assessed State of Health and Vitamin D Knowledge in Emirati and International Female Students in United Arab Emirates (UAE).

IntroductionGlobally, vitamin D deficiency is one of the most common deficiencies, affecting nearly half the world’s population. The objective of this survey was to assess and compare the knowledge about vitamin D and the perceived state of health in Emirati and international tourist female students in Dubai, United Arab Emirates (UAE).MethodsThis is a cross-sectional study that took place in universities in Dubai, United Arab Emirates. This survey consisted of 17 multiple choice questions and was adapted from a study recently conducted in Poland. The first part of the survey assessed levels of supplementation, diet and UV exposure. Another section evaluated the participants’ self-assessed state of health in terms of vitamin D testing, symptoms related to vitamin D deficiency and general welbeing. The collected data were statistically analyzed using SPSS statistics for windows version 26.0 (SPSS Inc., Chicago, IL, United States). Statistical significance was set at P < 0.05.Results105 respondents were Emiratis and 65 were international students. The average age was 21, with an average BMI 23.3 kg/m2. Almost one-third of each group reported using Vitamin D supplements once weekly. The vast majority of both groups reported rarely getting tanned. Almost all participants in both groups reported regular consumption of Vitamin D rich foods. In both groups, more than half reported consuming milk and cheese regularly and up to one-third reported consuming fish in a regular manner. Although more than half of the students rated their health as good; more than two-thirds reported experiencing muscle pain; only half reported having their blood Vitamin D levels measured once; half reported experiencing problems with concentration and more than three-quarters reported experiencing bad mood in the past month. The prevalence of these symptoms was almost similar across different categories of vitamin D supplementation, tanning habits, dietary intake, or nationality. No statistically significant differences were noted between the Emirati and International tourist students regarding any of the studied variables.ConclusionNotably, more Emirati students were aware of the association between vitamin D and osteoporosis than International tourist students (40% vs. 21.9%, respectively; p < 0.05). On the other hand, both groups had lower knowledge about the relationship between vitamin D deficiency and depression, Rheumatoid Arthritis and Hypertension, and the optimal vitamin D level; however, no statistically significant differences were noted regarding this knowledge of Emiratis and international students.

Mobile Learning Features Preferred: An Examination of Students in The United Arab Emirates

The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students’ positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants’ opinion that mobile learning is an essential tool to help make sense of mathematics.

“I Want to be a Leader, But Men Are Better Than Women in Leadership Positions”

Abstract This research paper investigates female perceptions of female leadership in the United Arab Emirates (UAE), where, particularly recently, state feminism has supported women’s occupation of leadership positions. It thus explores how state feminism’s portrayal of the ideal woman in leadership has impacted Emirati women’s perceptions of female leaders. A survey comprising 350 female Emirati students was undertaken, and results were supported by interviews. Findings suggest that although 93 percent of respondents “wanted to” or “probably wanted to” be leaders, they nevertheless endorsed “sexist” stereotypes and legitimizing myths. These contradictions are due, most likely, to ambivalent messages disseminated by the state and by society at large about female leaders. This research postulates that, while women have gained more agency in the public sphere through occupying leadership positions, their own perceptions and portrayals of acceptable gender roles are complex and ambivalent.

Understanding the climate of medical professionalism among university students; A multi-center study

ABSTRACT Medical professionalism is a multi-dimensional and culture-sensitive domain and this explains a lack of standard educational framework. We compared understandings of professionalism among medical students from four institutions by administering a self-administered online questionnaire to Emirati, Saudi, and Malaysian medical students. Of 1,184 respondents, 53% agreed with ‘respect for others’; whereas 13.3% strongly disagreed with ‘commitment to empathy’ as being a professional behaviour. Overall, there was agreement with 14 and disagreement in understanding to eight statements. ‘Respect for others’ was the most popular among three institutions, while ‘altruism and self-less concerns’ was the least popular in our cohort. We found a trend towards a better understanding of medical professionalism from years one to five. This study showed some congruence and some differences in understanding about medical professionalism. There is a need for a standard, universal programme that can facilitate training and career of international medical graduates.

Do The Reading Skills Of Emirati Students Impact Their Problem Solving Skills?

Do The Reading Skills Of Emirati Students Impact Their Problem Solving Skills?

Reaching the 21st century students in the United Arab Emirates: using Ethnomathematics through #Innovation

We in the College of Education at Zayed University are committed to excellence. With that in mind, we developed a very ambitious project to create an IOS math app to encourage grade six Emirati students to engage with mathematics. Additionally, our project aimed to provide Emirati students (boys and girls) opportunities to explore mathematics based on modules grounded in the Emirati culture. More specifically, the IOS math app contained three modules - Henna (in Arabic حنة ), Prayer Beads (مسبحة), and Bamboo Baskets (سلال البامبو ). The Henna explored geometric transformations; Prayer Beads investigated patterns in Algebra, and Bamboo Baskets examined circumference, diameter, reading a ruler, and where does pi come from. This paper will provide a detail description and project justifications. Along with a short analysis of the grade six Emirati students’ henna designs, as the designs relate to geometric transformations.

Dubai’s Private K-12 Education Sector: In Search of Bilingual Education

United Arab Emirates nationals (‘Emiratis’) constitute less than 10% of the resident population of Dubai. Despite having access to free education in the public sector, where Arabic is the medium of instruction, more Emirati families in Dubai choose to enrol their children in private schools (specifically English-medium schools) than public ones, believing that they offer better teaching and learning, better English instruction, and better school leadership. There is growing concern among policy makers and Emirati parents that young Emiratis are in danger of becoming detached from their national language and culture. The regulatory authority for private schools, the Knowledge and Human Development Authority (KHDA), is encouraging the private sector to explore bilingual educational models. This study seeks to establish the type of Arabic-English bilingual educational model that would suit the needs of Emirati families, and to explore the circumstances in which it can take root in Dubai’s private K-12 sector. The design follows a mixed methods sequential two-phased design utilising multiple sources of data generated through: written essays by a sample of 12 Emirati students selected from two schools (the qualitative phase), and a questionnaire directed at a broader set of Emirati students (the quantitative phase). Findings suggest a model built on four core principles: (1) explicit mention of bilingualism as a stated goal; (2) the use of both Arabic and English as mediums of instruction, with subjects divided more or less equally between them; (3) the deployment of first language Arabic and English teachers in equal measure or, alternatively, the utilisation of bilingual teachers; and (4) the promotion and use of Arabic in everyday tasks, both at home and in school. The findings also advocate that the model could assume any of multiple variants of Baker’s (2011) four strong bilingual types: immersion, maintenance, dual language, or mainstream. To bring the model to fruition the government of Dubai should consider investing in the initial training and retraining of Emirati teachers with the end goal that these teachers should populate Dubai’s Arabic-English bilingual schools, while also partially funding scholarship programmes that would encourage Emirati parents to select bilingual schools over other types.

MON-LB688: Neck Circumference is Independently Associated with Obesity in Female Emirati Students

MON-LB688: Neck Circumference is Independently Associated with Obesity in Female Emirati Students

Knowledge of physical activity guidelines and mental health benefits among Emirati university students.

The purpose of this study was to assess Emirati university students' knowledge of physical activity guidelines and perceptions of the benefits of physical activity for mental health. A random sample (n = 628) completed an online questionnaire assessing the recommended amount of physical activity for good health (min/week) and to what extent exercise can help improve wellbeing, and manage depression and anxiety/stress (5-point Likert-type scale). Only 3% of respondents identified 150 min/week and less than half (39%) of the respondents reported an amount within the range of 150-300 min/week. Most respondents believed that physical activity could improve wellbeing (69%), and manage depression (71%) and anxiety/stress (74%). Females were more likely than males to view physical activity as a way to manage depression (p = .003), and anxiety/stress (p = .002). More work may be required to promote awareness of physical activity guidelines in this population, and males' awareness of mental health benefits of physical activity.

Student voice: perceptions of fair treatment in a Foundations program

PurposeThe purpose of this paper is to investigate why beginning university Emirati students might believe they are unfairly treated by their instructors. By understanding student perceptions, the learning needs of such students can be better catered for, and learning outcomes enhanced.Design/methodology/approachAn interpretivist approach was taken to investigate a finding from a standardized survey of student satisfaction which showed that students felt they were treated unfairly by their instructors. Focus group interviews were used to uncover the possible reasons why students believed they received unfair treatment.FindingsInterpersonal or interactional unfairness is the type of unfair treatment most often cited by the Foundation students who participated in this study, indicative of the importance of interpersonal relations in the United Arab Emirates (UAE) higher education teaching and learning environment.Research limitations/implicationsAlthough the study is situated within one Foundations program in the UAE, the imperative for instructors to build positive interpersonal relationships with beginning students is highlighted, as well as the need for curricular transparency and ongoing moderation of grading practices, and the importance of informing students about these practices.Practical implicationsThe imperative of building positive pedagogical relationships with beginning university Arab Gulf students is highlighted, as well as the need for transparent practices such as moderation of grades, and explicitly informing students about fair practices.Social implicationsDrawing on data from faculty instructors, the paper suggests that a deeper, macrosystemic level of educational unfairness may also be at play: that is, the unfairness inherent in the hegemony of English, and the disconnect between the quality of the state school system and the demands of university. Until these educational issues are addressed, perceptions of unfair treatment in Foundations programs in the Gulf are likely to continue.Originality/valueAs higher education continues to undergo expansion and transformation in the UAE, increasing numbers of academic staff from around the world migrate there, and thousands of Gulf students continue to emigrate to study overseas. This paper contributes important insights into Gulf students’ perceptions.

Leadership development of 21st century engineering millennial students in Khalifa University, United Arab Emirates; problem-based learning in action

Leadership development has become an import aspect of the UAE’s educational system. In recent years, UAE leaders have focused on the reform of higher education assessment, curriculum and administration with a view to encouraging Emirati students to contribute to the nation’s growth as national human capital, through leadership roles where they will be guided and educated driving the needs of the knowledge economy. In many courses, students are more knowledge recipients than producers; they are considered cognitively active whilst physically inactive where learning is considered a passive process. BUSS301, a third-year undergraduate course taught to engineering students has undergone major revisions influenced by student evaluations on application, relevance and assessment. The earlier syllabus entitled Corporate Leadership and Human Resource Management (more theoretical and examination driven) has evolved to a more recent Enquiry Based approach: Teaching and Learning Leadership by Simulation and Theory where students are driving their own learning through inquiry using a project-based learning (PBL) approach.&#x0D; &#x0D; Keywords: Project-based learning, engineering education, leadership, student-centred learning, constructivism, teambuilding, collaboration