ADVANCES IN ENGINEERING EDUCATION - SUMMER 2020 - A Learning Model Proposal Focused on Challenge-Based Learning

Oct 15, 2026

This paper proposes a challenge-based learning model for engineering education that targets non-technical competencies such as oral expression, communication, resource management, leadership, and problem solving. It argues that engineering programs often prioritize hard, technical skills while understating soft skills essential to professional development. The model engages more than 180 engineering students and four university professors through real challenges solvable via technical and non-technical abilities, with early results indicating a need to revise training processes to meet global demands.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Challenge-based learning as a learning model

Key concepts and skills targeted

Integration of technical and non-technical capabilities

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | SUMMER 2020 VOLUME 8 ISSUE 2 A Learning Model Proposal Focused on Challenge-Based Learning MARTHA LILIANA TORRES-BARRETO GINNA PAOLA CASTRO CASTAÑO Universidad Industrial de Santander, Colombia AND MILEIDY ALVAREZ MELGAREJO Universidad de Investigación y Desarrollo Bucaramanga, Colombia ABSTRACT This paper proposes a model that comprises a learning exercise based on challenges, which tends to promote non-technical skills such as oral expression, communication, resource management, leadership and problem solving among engineering students. Since engineers have been recognized throughout the world for their ability to creatively solve problems, using the technical knowledge developed in their professional career, it has been considered that these skills make it easier for them to reach results that involve the solution of mathematical problems, or those related to science, through the use of technical skills, research or analysis and synthesis. In this sense, the academia seems to have placed the emphasis on hard and technical skills, while, non-technical ones, have been left in a secondary stage in the case of engineers, ignoring their role on their professional development. This project proposes a model that will bring together more than 180 engineering students and 4 university professors, by involving them in a real challenge that they might solve by means of their technical and non-technical skills. The model is being applied at a university and their first results show the need to modify the engineering training processes, to include the development of appropriate competences in engineers, in response to the demands of a globalized world. Key words: Challenge based learning, Industrial engineering, Soft skills. INTRODUCTION The dynamic world in which engineers operate presents them with new demands and offers new challenges in the diverse, profound and incessant changes that humanity faces while walking in the 21st century (Nguyen 1998) . SUMMER 2020 VOLUME 8 ISSUE 2 1 ADVANCES IN ENGINEERING EDUCATION A Learning Model Proposal Focused on Challenge-Based Learning This set of changes that are occurring in the business, social and economic environment, requires attention from academics and also entrepreneurs, since real problems are generated continuously and demand attention of many professionals, including engineers. These scenarios not only demand the technical approach in engineering training, but, as several studies have shown, it is also needed the development of non-technical skills among students, which includes attitudes, soft capabilities and values, integrated altogether with technical knowledge and skills. This will allow an engineer to function effectively in different contexts (Zah and Dh 2015) . Within this frame of reference, competences as: the ability to communicate with colleagues and bosses, the ability to express their opinion with respect and forcefulness, to argue their positions, to manage resources, to lead teams, or the ability to solve environmental problems reinforce and complete an engineer professional exercise. There is also another issue to add to this context: nowadays there is a lack of effective pedagogical practices that prepare students as future engineers, according to the soft skills required by markets (World Economic Forum 2016) . Within this framework, the problem statement of this project is focused on how to contribute to existing curriculum and pedagogy to strengthen the skills needed by engineers. These skills may respond, as stated before, to global trends in terms of abilities that will help future engineers to tackle industry and organizations´ problems. Our contribution is therefore envisaged to pedagogical practices in accordance with the global drivers of change. While much has been said about the need for reform in

FAQs

What learning approach does the paper propose for engineering students?

The paper proposes a learning model based on challenge-based learning, placing students in situations to solve real problems using both technical knowledge and soft skills.

Which non-technical skills are emphasized in the model?

The model emphasizes oral expression, communication, resource management, leadership, teamwork, and problem solving.

How many participants does the model involve and how is it applied?

The model is tested with 186 industrial engineering students and involves 30 groups, with participation from four university professors at a university in Colombia.

Oct 15, 2026

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