Author Information
Low Bee Lee, Singapore Polytechnic, SingaporeGilbert Teo, Singapore Polytechnic, Singapore
Ng Suxiu, Singapore Polytechnic, Singapore
Ng Ting Ting, Singapore Polytechnic, Singapore
Joe Ong, Singapore Polytechnic, Singapore
Goh Zhen Ke, Singapore Polytechnic, Singapore
Abstract
Integration of industry-linked initiatives with project-based learning (PBL) in material science education promises to transform the way students become engaged and attained mastery of the academic contents. The involvement of industry partners, an element of this educational model, is crucial for simulating the professional scenarios in addressing real-world challenges. Students acquire invaluable insights and experiences that help bridge the gap between academia and industry. Mentorships rendered by the industry experts not only provide different perspectives that are aligned with current industry standards, but also ensure projects are theoretically sound and practically relevant. In the process, students are equipped with the essential skills to meet the demands of the material science industry for a seamless career transition. Our research highlights the benefits of PBL in facilitating the learning process and outcomes. PBL fosters a shift towards formative, skills-based assessment methods with an emphasis to promote continuous feedback and personal growth throughout the project delivery. This hands-on approach supports students’ development to become life-long learners who possess higher-order cognition and 21st-century skills, including critical thinking, creativity, problem-solving, teamwork and communication. A study, involving five different projects in small groups of four, demonstrates improvements in cognitive and psychomotor abilities while the affective domain remains stable. Through PBL, students gain a profound understanding of material science principles and extend their technical skillsets. The study aims to uncover optimal strategies and best practices to develop dynamic learners with enhanced intellectual engagement, as well as promote inclusive, collaborative, and progressive educational practices that reflect industry standards.
Paper Information
Conference: ACE2025Stream: Higher education
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Lee L., Teo G., Suxiu N., Ting N., Ong J., & Ke G. (2026) Transforming the Landscape: How Project-Based Learning is Evolving Material Science Education ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 913-924) https://doi.org/10.22492/issn.2186-5892.2026.70
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.70
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