Integrating Project-Based Learning, Design Thinking, and University–Industry Collaboration in STEM Education: A Qualitative Case Study of Student Experiences and Implementation Challenges

Nikki Y. T. Man; Sule Elmali; Anett Lommatzsch; Rüdiger Tiemann

Ayuda

Integrating Project-Based Learning, Design Thinking, and University–Industry Collaboration in STEM Education: A Qualitative Case Study of Student Experiences and Implementation Challenges

Nikki Y. T. Man ^[1] ; Sule Elmali ^[2] ; Anett Lommatzsch ^[1] ; Rüdiger Tiemann ^[1]
1. [1] Humboldt University of Berlin
  
  Humboldt University of Berlin
  
  Berlin, Stadt, Alemania
2. [2] Sakarya University
  
  Sakarya University
  
  Turquía
Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 7, 2026
Idioma: inglés
Enlaces
- Texto completo (pdf)
Resumen
- This qualitative case study investigates the integration of Project-Based Learning (PBL), Design Thinking (DT), and University-Industry Collaboration (UIC) within a semester-long interdisciplinary master module in which small teams work on deep project briefs materials science and engineering. Through thematic analysis of student reflections, project reports, and stakeholder interviews, the perceived benefits, challenges, and overall impact of this integrated pedagogical framework were examined. Findings suggest that the model successfully enhanced students’ transferable skills─including communication, problem-solving, and project management─and increased greater creative confidence, professional identity, and career readiness. The authentic, industry-anchored projects served as a significant motivator, while the DT process provided a valuable structure for navigating ambiguity and developing user-centered solutions. However, challenges persisted regarding team communication dynamics, role clarity, and the full implementation of later DT phases like prototyping and testing. Stakeholder perspectives highlighted the value of the collaboration but emphasized a need for better-aligned expectations and structured scaffolding. This study demonstrates that the synergistic combination of PBL, DT, and UIC offers a valuable, albeit complex, approach for preparing students to tackle real-world challenges, and provides practical insights for designing future curricula at the intersection of academic and industry relevance.