Project-based learning as a pedagogical shift in lab-oriented courses in higher education

A recent study at a university in South India examined the implementation of Project-Based Learning (PBL) in fluid mechanics and heat transfer laboratory courses during the 2024–25 academic year. The objective was to enhance student engagement, conceptual understanding, critical thinking, and practical skills. Survey feedback from students indicated overwhelmingly positive perceptions of the project-based assignments, suggesting its effectiveness as a pedagogical approach.

Why it matters

This study highlights the potential of Project-Based Learning as an effective pedagogical approach in higher education, particularly in technical disciplines. Its successful implementation can lead to improved student outcomes, fostering critical skills required for professional environments and enhancing the quality of academic programs.

Key insights

• The study descriptively examined Project-Based Learning (PBL) implementation in fluid mechanics and heat transfer lab courses.
• PBL aims to promote active participation, experiential learning, and real-world problem-solving.
• It is intended to strengthen conceptual understanding, critical thinking, and practical skills.
• Student survey feedback was collected from 47 fluid mechanics students and 38 heat transfer students.
• A high percentage of students valued the project-based assignments (91.5% in fluid mechanics, 97.4% in heat transfer).

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1828214