Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting

Jiang, Dan; Dahl, Bettina; Chen, Juebei; Du, Xiangyun

doi:10.1109/te.2023.3273177

Cited by 5 publications

(3 citation statements)

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“…To ensure that students receive the most up-to-date training, it is essential to provide regular updates to curricula and materials, considering the latest changes in legislation. It is similarly essential to provide students with access to reliable sources of information regarding the current state of labour legislation (Jiang et al, 2023). We agree with such conclusions, because our research suggests that it is important to update educational programs and provide access to up-to-date information about labour laws in order to train specialists.…”

Section: Discussionsupporting

confidence: 70%

Training and education of specialists in the field of labour law

Kucher,

Mohilevskyi

2024

J. Infras. Policy. Dev.

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Objective/Aim: In the context of a constantly changing legislative environment and the necessity for professionals to develop their skills, the research focuses on identifying effective methods and tools that facilitate efficient learning and professional development in the field of labour law. This study aimed to propose a pedagogical technology for the preparation and training of specialists in the field of labour law and to assess the effectiveness of the training based on the specified technology. Method: The study involved 124 participants, with 63 in the experimental group and 61 in the control group. Statistical analysis was performed using Microsoft Excel. The student’s t-test indicated significant improvements in the experimental group’s training effectiveness, confirming the proposed pedagogical technology’s efficacy. Results: Consequently, implementing training and education technology for specialists in the labour law field was proposed to enhance the indicators. The criteria for the preparation of specialists in the field of labour law were delineated, including knowledge of labour legislation, consulting and support skills, analytical skills, communication skills, and continuous learning. According to the criteria above, levels of preparation for specialists in the field of labour law were established, namely high, medium, and essential. The proposed training and education technology for specialists in the field of labour encompasses the following tools: The utilisation of online platforms and educational resources, virtual classes and simulations, the incorporation of multimedia materials, the integration of adaptive learning technologies, the implementation of project- and problem-oriented teaching methodologies, the incorporation of interactive methodologies, the incorporation of cloud technologies and mobile applications, and the provision of assessment and feedback. Conclusion: The proposed pedagogical technology effectively enhances the training and education of labour law specialists. The experimental group’s significant improvement in learning outcomes confirms the technology’s efficacy. Implication: The findings of this research hold significant social implications. Improved training and education of labour law specialists leads to a more competent and effective legal workforce. This, in turn, ensures better protection of workers’ rights and fairer employer-employee relations, contributing to overall social stability.

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Section: Discussionsupporting

confidence: 70%

Training and education of specialists in the field of labour law

Kucher,

Mohilevskyi

2024

J. Infras. Policy. Dev.

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“…Therefore, future research and practice in university-level education could pursue the development of curricula supporting engineering students' digital literacy and offering more hands-on, problem-based learning activities. It would also be beneficial to develop online courses, microcredentials, and certificate programs to create more flexible and autonomy in educational paths that better promote individual learner agency, which has been called for especially in first year engineering programs, for students from diverse cultural or interdisciplinary backgrounds [54][55][56], and for professional engineers' continuing education to upgrade their technical skills and to build partnerships with companies to accommodate industrial digitalization needs.…”

Section: Discussion Of the Findings And Implications For Research And...mentioning

confidence: 99%

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Lyngdorf,

Jiang,

2024

Education Sciences

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In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.

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“…Figure 2-2 A Conceptual framework for describing learner agency in an intercultural PBL setting (amended fromJiang, Dahl, Chen, et al, 2023) …”

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confidence: 99%

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

Jiang

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She obtained her Master degree in History of Education in 2018 from Beijing Normal University, China. She started her PhD in July 2020. Her PhD research focuses on the intercultural PBL context in engineering education, with a special focus on the adaptability and development of learner agency in such an environment. She also worked as a research assistant at the same time, focusing on student agency and engagement for sustainability in PBL. From 2021 to 2022, she joined a Europeanlevel project, SMART-ER Academy for the European Consortium of Innovative Universities (ECIU), where she collaborated with twelve European universities on completing a deliverable report. VII ACKNOWLEDGMENTS This PhD program started in July 2020 and finished in Nov 2023 at the Aalborg Center for PBL in Engineering Science and Sustainability under the auspices of UNESCO and Department of Planning & Institute for Advanced Study in PBL, Aalborg University. This wonderful journey has shaped me as a more independent researcher and has given me the passion and interest to do the research. I would like to express my deepest gratitude to the following individuals, who have contributed significantly to the completion of this PhD program.

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Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting

Cited by 5 publications

References 46 publications

Training and education of specialists in the field of labour law

Training and education of specialists in the field of labour law

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

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