The Future of Education
Cultivating Future Engineers: An Integrated Project-based Learning Model in Learning Factory – A Case Study in Chinese Engineering Education
Zhanzhan Liu, Fundamental Experimental Teaching Department, Nanjing University of Aeronautics and Astronautics (China)
Qing Zhang, Fundamental Experimental Teaching Department, Nanjing University of Aeronautics and Astronautics (China)
Wenyi Zhang, Fundamental Experimental Teaching Department, Nanjing University of Aeronautics and Astronautics (China)
Abstract
With the development of artificial intelligence and automation, information technology and human-machine interaction are playing an increasingly important role in engineering manufacturing. However, the traditional engineering education curricula primarily focus on single-discipline knowledge and skill training, which is not able to meet the demands for future engineers who require diverse knowledge, systematic thinking, and innovative capabilities. To address this, we explore the impact of project-based engineering training courses on teaching and propose a project-based learning (PBL) curriculum system based on digital technologies. Following Learning Factory concept, the curriculum simulates real industrial production processes and combines inquiry-driven project design. While completing practical skill training, the program also enhances students’ motivation to learn and teamwork, and develops leadership skills required in the digital information era. The curriculum adopts a "3D" pedagogical framework—Design Thinking, Do (practical implementation), and Develop (continuous improvement and innovation)—to design the task and activities. Courses based on real industrial systems—featuring intelligent manufacturing production lines and industrial product designs with real‑world complexities such as material‑handling robots and smart audio systems—have been implemented for undergraduates, with students undertaking two‑ to four‑week practical projects. The curriculum design has been shown to effectively improve students' inquiry skills, innovative thinking, interdisciplinary integration, and overall satisfaction with the course, as supported by questionnaire survey results.
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Keywords |
Learning Factory, Engineering Education, Project-based learning |
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REFERENCES |
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