Proceedings from the 10th International Research Symposium on Problem-Based Learning

Engineering Education, Problem-Based Learning (PBL), Socio-Technological Transitions, Institutional Transformation, Skills and Competency Development

Engineering students are entering a profession defined by rapid change, transformation, and innovation. As graduates, they will navigate volatile, uncertain, complex, and ambiguous environments, striving to deliver sustainable solutions through their professional practices. Historically, engineering education has focused primarily on cultivating deep foundational knowledge in engineering sciences and technical expertise. However, this is no longer sufficient. While these foundations remain essential, today’s engineers must also develop a broader set of cognitive skills - such as complex problem-solving, systems thinking, and creativity - alongside social skills like communication and teamwork, and emotional competencies including self-efficacy, empathy, and conflict management. International organizations and policy makers, including the World Economic Forum (WEF) and the Organisation for Economic Co-operation and Development (OECD), consistently highlight the evolving nature of professions, the socio-technological transitions underway, and the shifting demands of the labor market. Despite this, many engineering education institutions struggle to adapt their frameworks and practices to adequately prepare graduates for the realities of the modern workplace. Institutional transformation begins with awareness and dialogue.

Anchoring Conversations: Connection, Collaboration, and Co-Creation for the Future is the theme of the joint conference comprising the 10th International Research Symposium on Problem-Based Learning (IRSPBL 2025), the 7th South African Society for Engineering Education (SASEE), and the 5th SoTL in the South. This event is convened by the University of Pretoria and the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability under the auspices of UNESCO, in collaboration with eight South African universities, two societies (SASEE and SoTL in the South), and Future Nation Schools. This conference invited dialogue and reflection on critical questions: To what extent is education transforming to meet the skill demands of fast-paced socio-technological transitions? How are institutions supporting students through various educational transitions and pathways, from K–12 to higher education and into the labor market? What knowledge, skills, competencies, and attributes must graduates possess not only to perform but to thrive in both work and life? What forms of agency and what kinds of change agents are needed to drive meaningful and sustainable institutional transformation?

These questions sparked conversations among researchers, educators, practitioners, and leaders across educational levels (K–12 and higher education), career stages (early, mid, and late), sectors (public and private, employers and industry partners), countries and regions (Global North–South, East–West).

They were discussed during the conference, hosted by University of Pretoria and Future Nations Africa, on 17–21 November 2025. The IRSPBL 2025, 7th SASEE, and 5th SoTL in the South, have collected 103 contributions from 29 different countries[AG1.1][AG1.2], all of which were presented during the conference and have been compiled in this book.

The contributions cover multiple relevant topics related to conference themes, namely Pedagogical Innovations and Competency Development in PBL, Institutional Implementation and Research Perspectives in STEM Education, Technology, AI, and Digital Learning in STEM Education, Sustainability, Professional Practice, and Global Transformation, Emotions, Well-being, Collaboration, and Social Responsibility, and K12 & Vocational Education. This book represents some of the newest results from research on PBL and best practices to inspire researchers and practitioners to transform their practice and their institutions.