Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education

Abstract

This contribution presents a comprehensive analysis of the implementation and outcomes of a Project-Oriented Problem-Based Learning (PO-PBL) approach in chemical engineering education, focusing on the Project of Unit Operations (POU) course. The study examines the efficacy of PO-PBL in developing both technical proficiency and essential professional skills among students. Using a mixed methods approach, the research analyzes data from four consecutive semesters, encompassing student surveys, performance metrics, and qualitative feedback. The integration of the Integrated Product and Process Design (DIPP) methodology, gamification elements, and Generative Artificial Intelligence (GenAI) tools are explored as complementary strategies to improve learning outcomes. The results indicate sustained or improved technical skills throughout the semesters, coupled with significant improvements in student engagement, motivation, and professional competencies, particularly in communication and teamwork. The implementation of GenAI tools, guided by the Artificial Intelligence Assessment Scale (AIAS), shows promising improvements in students’ research capabilities and writing skills. Although challenges in implementation are acknowledged, the POU course emerges as a promising model for chemical engineering education, effectively bridging the gap between theoretical knowledge and practical application. This study provides valuable information on innovative pedagogical approaches that prepare students for the evolving demands of the chemical engineering industry.