The Development of Sustainable Engineering with PjBL during the COVID-19 Pandemic
Victor Takashi Hayashi1, Reginaldo Arakaki1, Felipe Valencia de Almeida1
1Polytechnic School, University of São Paulo, Av. Prof. Luciano Gualberto, 908, Butantã 05508-010, SP, Brazil.
Summary
Project Based Learning (PjBL) effectively facilitated remote engineering education during the COVID-19 pandemic, maintaining comparable student performance. Projects frequently addressed Sustainable Development Goals (SDGs), particularly in health and well-being.
Area of Science:
- Engineering Education
- Cyber-Physical Systems
- Internet of Things (IoT)
Background:
- The COVID-19 pandemic necessitated a shift from traditional on-site engineering education to remote learning.
- This transition disrupted practical, hands-on learning experiences for engineering students.
- Sustainable Engineering education requires integrating competencies in cyber-physical and distributed systems.
Purpose of the Study:
- To investigate the application of Project Based Learning (PjBL) in remote hardware and software engineering courses during the pandemic.
- To assess student performance in remote versus face-to-face learning environments.
- To identify which Sustainable Development Goals (SDGs) were addressed by student projects.
Main Methods:
- PjBL was implemented across first-, third-, and fifth-year Computer Engineering courses.
- 31 projects involving 81 students were supported in a fully remote setting.
- Student performance data from a Software Engineering course were analyzed and compared.
Main Results:
- PjBL successfully supported practical activities in remote engineering courses.
- No significant differences in student performance were observed between remote and face-to-face offerings.
- The majority of student projects aligned with SDG 3 (Good Health and Well-being), SDG 8 (Decent Work and Economic Growth), and SDG 11 (Sustainable Cities and Communities).
Conclusions:
- PjBL is a viable pedagogical approach for delivering remote engineering education, particularly for practical components.
- Remote engineering education can achieve comparable student outcomes to traditional on-site methods.
- Student projects increasingly focus on critical global challenges, reflecting societal priorities such as health and well-being.
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