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Snapshot review of engineering education reform in Chile


This report presents the findings of a snapshot review of engineering education reform in Chile, conducted between October 2015 and June 2016. Focusing on selected engineering schools that have achieved positive and well-regarded educational change, it explores the drivers, facilitators and barriers to engineering education reform across the country. Case studies of engineering education reform from across Chile are also highlighted.

The study draws on one-to-one interviews (n=36) as its primary evidence-gathering tool, targeting change leaders, senior university managers, engineering faculty, policy makers and other stakeholders supporting or observing educational change in engineering in Chile. The interview data were complemented by a snapshot literature search and review, to identify pre-existing evaluations or documentation relating to engineering education reform in Chile. 

View rapport



6th International Research Symposium on Problem Based Learning (IRSPBL’2017)


We are pleased to invite you to the 6th International Research Symposium on Problem Based Learning 2017 (IRSPBL’2017) organized by the Universidad Nacional de Colombia in collaboration with the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO, based at Aalborg University, Aalborg, Denmark.

IRSPBL’2017 aims to bring together researchers studying all aspects of the learning process in Problem- based and Project-based Learning, and those involved in the implementation of these approaches across the disciplines from all over the world. The symposium will be held in Bogotá, Colombia, July 3-5 2017. 

We welcome research papers in PBL from any level of education addressing one of the following sub themes:

  • Democracy, social progress and PBL
  • Cross disciplinary PBL
  • Generating innovative and interdisciplinary knowledge and practices
  • Sustainability and interdisciplinarity
  • PBL and entrepreneurship
  • The students’ learning process
  • Evaluating practice – models and approaches
  • Curriculum design
  • Assessment methods
  • Management of change
  • Learning spaces
  • Teacher roles in PBL
  • Learning technologies for PBL and Virtual PBL
  • PBL with large student groups
  • PBL for continuing professional development


All papers will be peer reviewed and the accepted papers will be published on the symposium electronic proceeding, published at Aalborg University Press.

Therefore, we ask that you mark the following important dates in your calendar:


Abstract submission: November 21, 2016

Full paper submission: February 15, 2017

Acceptance notification: March 20, 2017

Final full paper submission: May 10, 2017

Pre-conference workshop: July 3, 2017

Conference sessions: 4-5 July, 2017


Go to website

27 May 2015

Problem-Based Learning teaches critical thinking skills


In a world plagued by intractable social, environmental and political challenges, students who graduate with heads full of facts are of little use to organizations focused on finding never-before-thought-of solutions. Problem-Based Learning, which teaches students how to find innovative answers by asking never-before-thought-of questions, is designed to bridge the gap.

See the full article here


9 April 2015

 IRSPBL 2015 

Scholarships (fee waiver) are available for students from developing nations.
See application procedure and conditions in http://ijclee2015.mondragon.edu/en/registration .


12 March 2015

Short video clips (in Danish) with advice to students about how to choose project group members and handle various problems when collaborating. All videos are filmed and produced by Beni Maroc Mikkelsen, AAU.

View more videos here



27 February 2015

Kenyan water project becomes interactive learning case for future engineers


What are the challenges you face as an engineer during the course of a water project? Real life experience from the Shanzu workshop for disabled girls will provide the case material in a new project at the UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability at Aalborg University.

The new project will finance new research on problem-based learning methods. Based on the outcome and insights of the Shanzu water project, the UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability will develop an interactive, “free”, open source website with in-depth case study of the project “Shanzu” in Kenya.

“This is a totally new way of creating problem-based learning cases”, says Jette Holgaard from the Centre, “we weave a series of students’ reflections on problem identification and problem solving of a real case with interviews from the experts that have carried out the work.”

Her colleague Anette Kolmos continues “We bring in practice by digital media. This can be used in a course – or as a start for a students’ project.”

The case will be an interactive digital case on many of the dilemmas that engineers face in their work, based on a project in Shanzu, where the Grundfos Foundation sponsored renovation of the water and energy system and installed high technology pumps. The installation of the pumps was not without difficulties – and this is the case that will be described and provide the starting point for the students’ learning process.

Win-win situation for all
At the Grundfos Foundation, Executive Director Christian Hartvig is all smiles: “This is a win-win situation for all. Not only do we get to help vulnerable girls in Kenya, but our project also has potential to improve the skills in the engineers of the future and in turn create better and more sustainable projects.”

The Grundfos Foundation has contributed 300,000 DKK to the research project.

“We are very grateful for this donation – and this will kick start the UNESCO Centre’s open source material and new ways of constructing problem-based learning cases”- Anette Kolmos concludes.

26 February 2015

Call for papers 2015 - Journal of Problem Based Learning in Higher Education

This is a call for papers for the peer reviewed Journal of Problem Based Learning in Higher Education (JPBLHE) to be published in 2015. JPBLHE provide an opportunity for scholars from all disciplines to publish:

  • High-quality research articles that contribute to the current and future development of Problem Based Learning (PBL) in higher education.
  • Review articles examining the development of PBL in higher education.
  • Articles examining the intellectual, pedagogical and practical use value of PBL or which extend, critique or challenge past and current theoretical and empirical knowledge claims within PBL in higher education.
  • Articles examining theoretical, pedagogical and practical aspects of how networked technologies or ICTs can be used to support or develop problem-based learning.

View more information here