Engineering education of the future: Aalborg as an international role model for project-based learning

Between sketches, prototypes and lively discussions, an atmosphere is created that leaves no room for doubt: People are working hard here. Welcome to the co-working space at Aalborg University.

What may sound like an overwhelming challenge for some, is a source of great enthusiasm for Prof. Theresa Breckle, Dean of Studies for the Bachelor of Mechanical Engineering, and the team behind the "Future Science University" (FSU) project. This is because it shows what characterizes the engineering education of the future: Students who don't just passively consume subject content, but develop it on their own initiative and as part of a team.

The secret of success: 50% freedom.

Since its foundation in 1974, Aalborg has consistently used the "PBL model" (Problem-Based and Project-Oriented Learning). In concrete terms, this means that at least 50% of lecture time is reserved for project work for all 20,000 Bachelor's and Master's students, from the first to the last semester. In the remaining 50%, content is taught in traditional formats such as lectures, seminars or tutorials.

As part of a two-day workshop, the FSU excursion group took a look behind the scenes:

• The process: students develop their own project ideas or choose from a curated catalog of company projects.
• The role of the teachers: They become "learning facilitators" who check whether the defined learning objectives can be achieved through the chosen problems.
• The logic: The focus is first on the problem, followed by the analysis - subject content is constructively transferred into the development process of solutions.

Instead of isolated individual projects, clearly embedded structures are created: technical projects, such as the development of a Formula Student racing car, as we know it at RWU, are firmly anchored in the course and clearly integrated into the organization.

For Prof. Theresa Breckle, it became clear: "Basically, we often work on a project basis. But what we still lack is consistent organizational embedding and stable structures. It was particularly valuable for me to see how comprehensively the projects are assessed - with oral group examinations, individual grading and direct feedback so that everyone can understand their grade. Apart from the practical implementation, that was my biggest learning from the two days."

This is exactly where the FSU project comes in: We want to take PBL out of the niche of "special projects" and anchor it as a permanent part of the course structure. Aalborg shows that strong framework conditions make the decisive difference - for better results and consistently project-oriented work.