Abstract
Reforming education, changing its role and priorities, stimulating scientific research and innovation has led to the need to find new models of engineering training. In these conditions group project-based learning for both students and engineering teachers seems to be promising. With this in mind, the purpose of this paper is to analyze the specifics of group project-based learning in engineering training and to develop a toolkit for building a graduate profile based on assessments of various key stakeholders. The paper analyzes the opinion of experts, the results of questionnaire survey and interviewing of teachers and students of engineering specialties of universities and colleges in different regions of Kazakhstan about the role of group project-based learning in the integration of engineering educational programs with industry, the results of students’ self-assessment of their competencies and skills formed in the process of learning. The results of students’ self-assessment and expert assessment ranking allowed to identify five main groups of competencies. Groups 1 and 2 contain interdisciplinary competences, group 3 - organizational competences, self-reflection and control competences, professional and didactic competences, group 4 includes mainly communication and teamwork competences, group 5 - information and analytical competences. The approach used in the work allows highlighting those competences and skills which are underdeveloped within the educational program. The good correlation between the results of students’ self-assessment of their formed competences and skills in the process of group project-based learning and the results of expert assessment allows us to consider the method of group project-based learning effective and reliable in maintaining educational goals and achieving the best results in engineers’ training. The application of the organizational forms, methods, and tools of group project-based learning proposed in the article allowed us to propose a model of graduate profile creation adapted to the constantly changing requirements for specialists’ qualifications and gradation of their skills.
The work was performed within the framework of the international project 598506-EPP-1-2018-1-PT-EPPKA2-CBHE-JP ENTER “Engineering educators pedagogical training”, co-financed by Erasmus + program of the European Union.
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Karstina, S. (2023). The Role of Group Project-Based Learning in Engineering Training. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_24
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