A practical guide to integrating project-based learning into a curriculum to foster a competence-based learning environment

Abstract

Project-based learning is an effective approach for developing subject-specific, method-specific, social, and personal competencies in university students. Development in higher education calls for integrating such courses into existing curricula. This might be challenging due to the lack of experience as well as time and knowledge constraints of the lecturers to design such courses. Yet, also integrating such courses into existing curricula can be challenging due to resource constraints. Therefore, we report on a practical guide for lecturers on how to design and implement a project-based learning environment that fosters subject-specific, method-specific, social and personal competencies. In the course Agro-Food Projects students of agricultural and food sciences at ETH Zurich work in teams to tackle practice-relevant, authentic, and complex challenges provided by a practice partner from the agri-food sector. The course follows a structured schedule with predefined deliverables and deadlines to promote self- and team-directed learning. Key elements for success include clear responsibilities among teaching staff, a well-organized schedule, and comprehensive support for students. Coaches play a crucial role in guiding the project teams while encouraging autonomy, ensuring that students engage actively with their projects. This course setting provides actionable strategies to encourage educators to implement effective project-based learning which fosters an environment where students take ownership of their learning journey.