Engineering Students’ Attitudes and Perceptions towards Project-Based Learning: A Study from Kerala, Southern India

The shift from teacher-centric to student-centric education has been a subject of debate, with traditional instruction often criticized for fostering rote learning and passive engagement. Due to its emphasis on student autonomy and real-world application of knowledge, the growing popularity of Project-Based Learning as a novel alternative to traditional classroom-based teaching pedagogy is attracting educational institutions all around the world. In engineering education, multifaceted skill development is paramount. PjBL offers a dynamic approach to cultivate essential competencies and it significantly improves engineering education. The National Education Policy 2020 (NEP 2020) of India lays a strong emphasis on Project-Based Learning as the cornerstone of educational reform. But, only smaller number of research studies are conducted in the country to explore the attitudes and perceptions of students towards Project-Based Learning in the engineering sector. It lays bare the imminent need for educationalists to focus on this research gap. This paper explores the attitudes and perceptions of engineering students towards Project-Based Learning from Kerala, a state in Southern India. A novel questionnaire entitled Project-Based Learning in Engineering Education in Kerala (PLEEK) is developed by the IEEE Education Society Kerala Chapter to conduct the survey. A total of 136 students from all over Kerala attended the survey. It is observed that the students have a positive perception of Project-Based Learning and its impact on enhancing their education. On the other hand, an abysmally low count of 11% of students believed that their current campus ecosystem supported this teaching pedagogy. They highlighted the need for a drastic transformation in the present academic infrastructure to support Project-Based Learning. The findings of the study underscore the potential of Project-Based Learning in enhancing learning outcomes, fostering critical skills, and preparing students for real-world challenges. However, challenges in implementation such as curriculum alignment and institutional support were also identified in the study. Recommendations for a phased integration of Project-Based Learning into the curriculum and enhancing teacher training are proposed to bridge the gap between student interest and its effective implementation. The findings of this study can be used as a significant tool while formulating action plans for implementing NEP 2020 in the academic landscape of Kerala. The study not only sheds light on the attitudes and perceptions towards Project-Based Learning but also sets the stage for further research and strategic interventions to optimize its impact on engineering education.