Are you passionate about educating the next generation of engineers?
Do you consider problem-based pedagogies and student-centred learning to be the future of engineering education?
If so, you should contribute to our special issue entitled “Educating engineers 2030 ‐ Problem-based learning, social progress and sustainability”
Why this topic?
Problem‐ and project‐based learning (PBL) is commonly regarded a key element in a future engineering curriculum facing a range of requirements such as:
- problem analysis
- problem solving
- interdisciplinary knowledge
- participant‐directed learning
- critical thinking
PBL is centred on students’ learning, providing experiences and ownership over the learning process by analysing and solving real and authentic problems. Therefore, the PBL pedagogy encompasses the contextual understanding of engineering knowledge and the design processes.
This pedagogic combination of contextual problems and engineering knowledge forms a platform for integrating the United Nations (UN) sustainable development goals into the education. It also opens up a landscape of possibilities for developing and applying engineering competencies needed for future professional practice.
The 21st century poses several challenges for engineers, namely:
- poverty eradication
- climate change
- access to clean water, education and/or health systems.
The engineering profession plays a central role in addressing these challenges through innovation and technological development.
Furthermore, professional engineering organisations, employers, accreditation bodies and research refer to future professional demands and global contexts in which engineers will perform. This calls for new views on engineering curricula and types of qualification.
Every two years since 2008, the International Research Symposium on PBL (IRSPBL), in collaboration with international partners, had brought together researchers studying all aspects of the learning process in Problem‐based and Project‐based Learning, and those involved in the implementation of these approaches. The aim is to address the educational, professional and social challenges.
IRSPBL’s 2017 edition focus on PBL, social progress and sustainability.
What could you contribute?
Novel insights into future engineering education including PBL for social progress and sustainability.
We are looking for research papers – empirical as well as conceptual – focusing on a future engineering education curriculum that applies student-centred pedagogy and integrates sustainable development goals (SDG) in the students’ learning process.
Your article should be based on analyses of contemporary engineering education practices with perspectives on future development.
The aim is, through research‐based approach, to raise relevant questions, problems, perspectives and means to address them.
Why should you contribute?
- Your article will be easily discoverable (indexed in ScopusTM, Google ScholarTM, CSA, INSPEC and many more)
- Your research will be validated by a robust single-blind peer review process
- You can share your research with colleagues using 50 e-prints provide free of charge
- You can follow the impact of your research using My Authored Works
The journal reaches a wide international audience of researchers and policy planners interested in engineering education.
We anticipate publication towards early in 2019.
When can you contribute?
You can start working on your contribution now.
Please send an extended abstract for preliminary approval to the Guest Editors before October 1st 2017.
We will send you comments and advise you on preliminary acceptance by November 1st.
You should send your completed manuscript by March 1st 2018.
How can you contribute?
You will find the instructions for preparing your manuscript here. Please read these carefully.
You can send your contribution directly through the journal's submission site here.
We will review each manuscript to ensure its topic is suitable for this special issue. Those that pass this stage will then be reviewed by at least two anonymous reviewers to ensure they conform to the high standards of the journal before they are accepted for publication.
- Guest Editor: Aida Guerra , Aalborg Centre for PBL in Engineering Science and Sustainability, Aalborg University (firstname.lastname@example.org)
- Guest Editor: Anette Kolmos , Aalborg Centre for PBL in Engineering Science and Sustainability, Aalborg University (email@example.com)
- Guest Editor: Fernando Rodriguez , Universidad Nacional de Colombia, Colombia (firstname.lastname@example.org)