Abstract
The emergence of knowledge society brings in new characteristics of knowledge construction and learning process – technology-bounded, multi-dimensional, unstable, innovative, collaborative and complex. Professional competences and expertise become progressively more difficult to identify when problems are becoming increasingly ill-defined and cross-disciplinary with involving a growth of various integrated issues like technology, environment, economy, culture, sustainability and society. This gives rise to challenges to universities, in particular, engineering universities, which traditionally have been playing a role of dissimilating technical discipline focused and stable knowledge based on individual learning.
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Stojcevski, A., Du, X., Benz, T. (2012). Educational Innovation and Change for PBL. In: Campos, L.C.d., Dirani, E.A.T., Manrique, A.L., Hattum-Janssen, N.v. (eds) Project Approaches to Learning in Engineering Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-958-9_6
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DOI: https://doi.org/10.1007/978-94-6091-958-9_6
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