Empowering Future Engineers Through Extracurricular Challenge-Based Learning Projects

Abstract

This study aims to deepen our understanding of how participation in an engineering-oriented student team shapes students’ learning experiences and supports learning gains during an extracurricular, challenge-based learning project in higher education. We conducted an artifact analysis workshop with seven team members and semi-structured interviews with four team members and two team advisors. The data were coded and analysed using deductive and inductive thematic analysis. 

The findings reveal that the learning experience enabled students to achieve deeper knowledge and understanding of specific technologies, the design process, and hardware manufacturing techniques. Additionally, this experience improved their management and leadership skills. Participation in the project also strengthened their ability to leverage external networks and engage with diverse stakeholder and industry partner perspectives, while increasing their awareness of these stakeholders' expectations. Students came to appreciate the value of building alliances with companies and addressing the needs of stakeholders, which in turn enhanced their negotiation skills and improved their capacity to design technological products. Finally, engaging with real-life contexts clarified their future goals and professional aspirations.