Adapting Studio-Based Learning in Engineering to Incorporate International Perspectives

This paper explores the integration of an international dimension into Australian engineering studio-based subjects through a strategic partnership with a French engineering school in Paris. The study uses an action research methodology to explore what worked successfully and to identify areas for future improvement, to guide others who seek to build international collaboration into engineering education programs. The program involved adapting a traditional engineering studio subject into a condensed 3-week accelerated format, as well as encouraging students to engage in enriching extracurricular activities and conversational French lessons. The challenges and opportunities encountered during 2 consecutive implementations of this novel subject in 2023 and 2024 are discussed, drawing insights from both students and academic teaching staff using feedback from participants and staff observations. This paper underscores the transformative potential of studio-based learning when conducted across geographical borders.