From Theory to Practice Leveraging Project Based Learning to Cultivate Student Engagement in Mechanical Engineering Education

Abstract

This paper explores the transformative impact of Education 4.0 on learning experiences in the context of mechanical engineering education. Education 4.0 is an evolving paradigm that is student-centered, scalable, transdisciplinary, experiential, individualized, and promotes active learning. In line with these principles and using project-based learning (PBL), a first-year statics and solid mechanics course at Oslo Metropolitan University incorporated a group assignment, aligning with the real-world challenges of Industry 4.0. The assignment tasked students with designing a lightweight crane capable of lifting a 5kg weight. The aim was to encourage the application of theoretical knowledge, foster engagement, and expose students to practical problem-solving. This study examines the impact of this assignment on student engagement and learning outcomes. After the assignment a qualitative survey was conducted to gather feedback from the participants. The findings highlight the significance of such assignments in bridging the gap between theory and practice, as well as the importance of integrating interactive engagement and collaborative learning methodologies. The implications of this study suggest the need for educators to anticipate the future demands of the rapidly evolving technological world and equip students with the necessary skills.