Project-Based Learning Investigation in Mechatronics Engineering Education at TIU: A Case Study

Project-Based Learning (PBL) has emerged as a transformative pedagogical approach in engineering education, particularly within Mechatronics Engineering. This study focuses on the impact of using PBL at Tishk International University (TIU) in undergraduate learning experiences and outcomes of projects. The research combined two courses: Microcontroller & Programmer and Special Topics in Mechatronics to investigate how PBL developed technical competence, problem-solving approach, and professional preparation of students. Effectiveness was multidimensionally measured through a structured interview that involved project supervisors and students. The results showed that the students' preparedness for the graduation project had greatly improved, with the supervisors of the projects agreeing that student preparedness had increased by 100%; more than 75% of supervisors made notations on improved problem-solving and technical skills over the non-PBL students. Critical thinking showed a gain at 71.5% in students exposed to PBL, problem-solving at 85.7%, and teamwork at 85.7% over their non-PBL counterparts. Nine practical projects have been completed concurrently, leading to the successful participation of these projects in the National and International Innovation Competitions in Engineering and drawing attention to the potential contribution of PBL in bridging academic learning with the challenges faced in industry. This, despite several challenges, including resource allocation and project timeline management, this research offers ideas that would be very helpful in having PBL integrated more effectively in curricula in engineering, which will make students ready for a challenging and multidisciplinary environment.