Proceedings from the 10th International Research Symposium on Problem-Based Learning (IRSPBL)
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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Editors
Keywords
Engineering Education, Problem-Based Learning (PBL), Socio-Technological Transitions, Institutional Transformation, Skills and Competency Development
Synopsis
Engineering graduates are entering a profession marked by rapid socio‑technological change, increasing complexity, and rising demands for sustainable and socially responsible solutions. While strong foundations in engineering sciences remain essential, they are no longer sufficient. Contemporary engineers must develop a broader range of competencies, including complex problem‑solving, systems thinking, creativity, communication, collaboration, and emotional and interpersonal skills. International bodies such as the OECD and the World Economic Forum continue to highlight the accelerating transformation of professions and the need for education systems to prepare students for volatile and uncertain futures. Yet many engineering institutions still struggle to adapt their curricula, cultures, and practices to meet these evolving expectations.
The joint conference Anchoring Conversations: Connection, Collaboration, and Co‑Creation for the Future - bringing together IRSPBL 2025, SASEE, and SoTL in the South - created a platform for dialogue across educational levels, sectors, and regions. Hosted by the University of Pretoria and Future Nations Africa, the event gathered 103 contributions from 29 countries, addressing themes such as PBL innovation, STEM education research, digital technologies and AI, sustainability, emotions and well‑being, and K–12 and vocational education. This volume presents current research and practices aimed at supporting educational transformation and equipping graduates to thrive in a rapidly changing world.