Digital Transformation at Aalborg University - Advancing Interdisciplinary Problem-and Project-Based Learning in a Post-Digital Age

Oct 15, 2026

Aalborg University, established in 1974, has pursued cutting-edge research and innovative engineering education through problem-and project-based learning. Rapid digitalization and evolving societal challenges increase complexity and create new expectations for adaptive teaching across disciplines. This paper proposes a systemic higher-education approach to address these needs and describes recent AAU initiatives, including an Institute of Advanced Study in PBL, to support the digital transformation of PBL for the future.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

A Strong PBL Tradition

Advances in Engineering Education

Digital Transformation at Aalborg University

PBL Visions and Revitalization

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | FALL 2021 Digital Transformation at Aalborg University: Interdisciplinary Problem-and Project-Based Learning in a Post-Digital Age LYKKE BERTELINGER ASKEHAVE HENRIK BROHUS OLAV GEILANETTE KOLMOS NIS OVESEN JAKOB STOUSTRUP Aalborg University Aalborg, Denmark ABSTRACT Since its establishment in 1974, Aalborg University has aimed to deliver cutting-edge research and innovative practices in engineering education. However, increasing complexity related to rapid developments in digitalization and emerging societal challenges offer new opportunities, requirements, and expectations across disciplines for educational institutions and staff to develop and adapt to an unpredictable and ever-changing future. This paper proposes a systemic approach to addressing these challenges in higher education and presents recent initiatives launched at AAU including a coming Institute of Advanced Study in PBL to support the digital transformation of problem-and project-based learning for the future. Key words: digital transformation, problem-based learning, interdisciplinarity A STRONG PBL TRADITION From the very beginning, AAU has aimed to be at the forefront of educational innovation. Building on problem-based learning (PBL) approaches (Spaulding, 1969), the university developed its pedagogic approach, today known as problem-and project-based learning (Kolmos & de Graaff, 2014) . During the ADVANCES IN ENGINEERING EDUCATION Digital Transformation at Aalborg University: Interdisciplinary Problem-and Project-Based Learning in a Post-Digital Age past 30 years, the response from society has been very positive with Danish science and technology companies ranking AAU high with regard to meeting societal and industrial needs (Christensen, Delahousse, Didier, Meganck, & Murphy, 2018 and Dansk Industri, 2018) . Furthermore, AAU is recognized internationally for its research and innovative pedagogical approach and considered among current leaders in innovative engineering education (Graham, 2018), ranking number 6 in the world and best in Europe within Engineering in the U.S. News & World Report in 2017–2021 (Aalborg University, 2021), among the top 200 (~207) in the Times Higher Education World University Rankings (Aalborg University, 2021), and best on SDG4 ‘Quality Education’ in Times Higher Education Impact Ranking (Times, 2020) . Today, AAU has three campuses, five faculties, and more than 22,000 students in total, with around 8,000 in engineering and science programs (Aalborg University, 2020) . The AAU PBL model and curricula is designed around the AAU Study Activity Model (see figure 1) combining traditional discipline-specific course formats such as lecturing, labs and exercises, and online and blended courses with extensive student-led team-based project work (50% of students’ time) assessed by oral, group-based defenses. In problem-based project work at AAU, all problem-solving phases are emphasized, including identification, analysis, solving and documentation, and the student teams generally define the ADVANCES IN ENGINEERING EDUCATION Digital Transformation at Aalborg University: Interdisciplinary Problem-and Project-Based Learning in a Post-Digital Age problems themselves within a thematic framework which covers the formal learning objectives of a particular semester. The organization of projects at semester level differs greatly, from three smaller 10 ECTS modules with mini-projects within one semester, to one 15 ECTS project per semester, to larger interdisciplinary projects involving clusters of student teams working together on the same project challenge through one or more semesters (Kolmos & de Graaff, 2014) . Most projects are based on authentic societal problems and sustainability challenges, many of which are proposed by companies or other external stakeholders and organizations.

FAQs

What is the main educational focus at Aalborg University described in the paper?

The paper focuses on problem-and project-based learning (PBL) as Aalborg University’s pedagogical hallmark, emphasizing interdisciplinary projects and student-led team work.

How does the paper connect digital transformation with PBL at AAU?

It argues that accelerating digitalization and societal challenges require higher education to adapt, and it presents AAU initiatives, including an Institute of Advanced Study in PBL, to support that transformation.

What does AAU’s PBL model emphasize in student project work?

It emphasizes problem-solving phases such as identification, analysis, solving, and documentation, with student teams defining problems within semester thematic frameworks.

Oct 15, 2026

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