Developing Reflective Practice through Structured Learning Portfolios in Project-Based Engineering Education: A Longitudinal Case Study

Abstract

Reflection is an essential professional competence in engineering, yet opportunities for explicit training, feedback, and assessment remain limited in engineering educational programs. This study investigated how structured learning portfolios support the development of reflective practice in a master's-level project-based engineering course and explored students' perceptions of their value for learning and formative assessment. A longitudinal case study was conducted in a 20-week biotechnology engineering course involving 16 master's students. Students completed five individual Project Journal entries guided by prompts. Reflection quality was analysed using the Hatton and Smith framework, with changes over time examined using linear mixed-effects modelling. Students' perceptions were explored through an anonymous end-of-course survey. Reflection quality increased significantly across the five journal entries, demonstrating progression from descriptive to dialogic and critical reflection. Students reported that the journals enhanced their understanding of project work, engagement with scientific literature, and awareness of their learning and teamwork. The journals also provided teachers with valuable insights into students' reasoning, conceptual understanding, and professional development. These findings suggest that structured learning portfolios, supported by iterative prompts and formative feedback, effectively scaffold reflective practice while strengthening formative assessment in project-based engineering education.