Engaging Students in a Professional Ethics Course: Perspectives from Saudi Undergraduates

Abstract

The Professional Ethics course at King Saud University is part of the mandatory Islamic culture curriculum in Saudi higher education. While more attention has focused on the curriculum development of Islamic culture courses, less emphasis has been placed on teaching methods. This article initiates a discussion on integrating practical learning approaches to improve student engagement and understanding in these courses. The research explores undergraduate students’ perspectives of project-based learning (PBL) implemented in the Professional Ethics course. Both quantitative and qualitative data were collected through a survey disseminated among students of this course (N = 113). The findings show that students found this learning experience engaging and enjoyable. They reported improvements in teamwork and leadership but faced challenges in time management, task division, and communication. Students suggested clearer guidelines, smaller groups, and flexible deadlines. The findings highlight the potential of practical learning approaches to enhance the teaching and learning in Islamic culture courses.

1. Introduction

Saudi Arabia is at the heart of the Arab and Islamic worlds and home to Islam’s two holiest sites—Makkah and Madinah. Its education system is shaped by Islamic principles and values. Religion holds a central role in structuring the curriculum at all levels. In Saudi Arabia, higher education institutions are required to offer Islamic culture courses as general requirements, a focus emphasized by the Kingdom’s Education Policy [1].

In accordance with the Kingdom’s education policy regarding Islamic culture courses in higher education, universities have implemented them. Among these universities is King Saud University (KSU). Located in Riyadh, the capital of the Kingdom, KSU is dedicated to fostering a knowledge-based society. It focuses on innovation, scientific progress, and contributing to national development [2]. KSU ranks first among Saudi universities. Also, it is ranked 90th globally, as per the 2024 Academic Ranking of World Universities [3].

At KSU, students must complete four out of eight available Islamic culture courses, each carrying two credit hours. These courses include Professional Ethics and others such as Studies in the Biography of the Prophet, Family in Islam, The Economic System in Islam, Human Rights, Medical Jurisprudence, Contemporary Issues, and Women and Their Developmental Role [4].

Islamic culture courses aim to provide a broad understanding of Islam while addressing contemporary challenges and misconceptions [5,6]. These courses give undergraduate students a comprehensive overview of Islamic beliefs, laws, and society, irrespective of their academic background [7]. They also seek to preserve cultural identity and strengthen students’ connection to their Islamic heritage [8].

The reform of Islamic culture courses at the higher education level has been a topic of ongoing debate in Saudi Arabia and across the Islamic world. In 2022, an international conference on the development of Islamic culture courses at universities in Muslim countries was held [9]. Hosted by the College of Sharia and Islamic Studies at Qatar University, this event gathered experts from across the Islamic world to discuss challenges facing Islamic culture courses and propose strategies for improving their content and teaching methods. This conference resulted in 14 key recommendations, with at least five focusing on curriculum development and only one directly emphasizing the need to improve teaching methodologies [10]. This focus on content is understandable, as most previous debates have been led by religious scholars who naturally prioritize curriculum enhancement over instructional methods. This recent event highlights a broader trend of prioritizing curriculum development while giving less focus to teaching practices.

At KSU, efforts have been made to enhance these courses through curriculum reforms, content updates, and better alignment with societal needs (see, for example, [11,12]). Despite these efforts, a key concern remains the reliance on teacher-centered methods and the emphasis on memorization. Faculty teaching Islamic culture courses often focus on rote learning rather than fostering critical thinking and deeper engagement, which can limit students’ ability to interact with the material in a meaningful way (see, for example, [13,14]). It is important to note that this reliance on memorization-based instruction is not limited to these courses; it reflects a wider concern affecting religious education in Saudi Arabia as a whole [15,16].

Even with these efforts, making Islamic culture courses more engaging and interactive for students remains a challenge. This research explores undergraduate students’ perspectives on project-based learning (PBL) in the Professional Ethics course, aiming to initiate a discussion on integrating practical learning approaches to improve student engagement and understanding in these courses. It is guided by two questions:

(1)

To what extent do undergraduate students engage with and feel satisfied with project-based learning in the Professional Ethics course?

(2)

What benefits, challenges, and suggestions do undergraduate students have regarding their experience with PBL?

This article contributes to ongoing efforts to improve the teaching and learning of Islamic culture courses. It discusses integrating practical learning approaches, such as project-based learning (PBL), to enhance student engagement and understanding in the Professional Ethics course. The article also provides insights into the Saudi higher education context, where religious and cultural influences shape curricula and educational priorities. Thousands of students take Islamic culture courses, including professional ethics, every semester, making it essential to move beyond traditional teaching methods. The findings encourage educators and policymakers to adopt strategies that make these courses more engaging and meaningful, not just at King Saud University but across similar courses in Saudi Arabia and beyond.

2. The Professional Ethics Course

The primary objective of the Professional Ethics course, as outlined in its 2024 description on Blackboard, is “to introduce students to professional ethics, their significance in Islam, their applications in Islamic civilization, and their incorporation into the systems of the Kingdom of Saudi Arabia. The goal is to help students build a strong commitment to these values, which are key to success in both work and life” (Department of Islamic Studies, personal communication, 2 December 2024).

This course, along with other Islamic culture courses, is offered by the Department of Islamic Studies at KSU, which is part of the College of Education. Due to the high number of students enrolled, the department sometimes collaborates with faculty from other disciplines within the College of Education to provide enough teaching support. As a faculty member in the College of Education, I had the opportunity to teach the Professional Ethics (IC 107) course during the Fall 2024 semester. Although I am now faculty in the Curriculum and Instruction department, I have a strong foundation in Islamic Studies—I earned my undergraduate degree in Islamic Studies from the Department of Islamic Studies, and my specialization within Curriculum and Instruction is in Islamic curriculum and teaching.

My recent experience teaching a professional ethics course provided valuable insights into the course’s curriculum, pedagogy, and delivery methods. It is an online course delivered mainly through the Blackboard platform, designed to equip students with the knowledge and principles necessary to uphold ethical standards in their professional lives. Rooted in Islamic teachings, it emphasizes core values, such as honesty, integrity, sincerity, and responsibility, fostering accountability in both public and private sectors.

With a high enrolment rate each semester, the course is offered in tens of sections taught by different professors at various times to accommodate demand and ensure accessibility. The course relies heavily on memorization as a foundational learning approach, requiring students to commit key concepts and definitions to reinforce Islamic teachings and their practical applications. To ensure consistency, the final exam, which accounts for half of the total grade, is centrally administered by the Department of Islamic Studies. Like all other Islamic culture general courses, it is supported by a textbook authored by the Department of Islamic Studies to guide instruction and learning [17].

3. Project-Based Learning

3.1. Overview and Benefits

Project-Based Learning (PBL) is a widely recognized approach that bridges theoretical concepts to practical applications. It encourages students to actively engage with content, analyze problems, and develop solutions in collaborative environments. This approach enhances critical thinking, teamwork, and problem-solving. Workplace-based tasks in PBL create meaningful learning experiences that deepen understanding and support long-term retention of knowledge [18].

Research also shows that real-world tasks in PBL enhance technical, interpersonal, and civic skills. For example, Boey et al. [19] found that international service-learning programs in engineering education helped students develop as global citizens. These programs also improved practical and teamwork skills. This demonstrates PBL’s potential to meet diverse educational goals.

3.2. Global Perspectives on PBL in Higher Education

Scholars from around the world have studied project-based learning (PBL) in higher education. They highlight its role in improving teaching, increasing engagement, and promoting deeper learning. Recent studies continue to support these findings—for example, Chang et al. [20] conducted a study in Turkey, demonstrating that incorporating real-world contexts into PBL significantly boosts undergraduate students’ behavioral, cognitive, and emotional involvement. Integrating practical scenarios enhanced student engagement, strengthened group dynamics, and helped them better understand technology use and service learning.

In South Africa, Mutanga [21] examined undergraduate students’ experiences with PBL and highlighted its role in bridging theory and practice. The study found that PBL helps students apply theoretical concepts in real-world contexts, making learning more relevant and meaningful. Petchamé et al. [22] conducted their study in Spain and investigated PBL in an Information and Communication Technology (ICT) engineering program. Their study highlights PBL’s effectiveness in promoting active learning, improving employability, and enhancing student engagement. The findings also emphasize PBL’s role in applying theoretical knowledge to practical challenges, preparing students for professional environments.

In Slovakia, Maros et al. [23] provided evidence for the effectiveness of PBL, demonstrating its role in improving student engagement, fostering critical thinking, and enhancing problem-solving skills. The study also emphasized PBL’s impact on collaboration and building confidence in applying knowledge to practical situations. In Saudi Arabia, Alamri [24] examined the impact of blended PBL among undergraduate students and found that blending PBL with traditional methods improved academic performance and technology use. It highlighted PBL’s role in enhancing collaboration, problem-solving skills, and self-directed learning. The research, along with earlier studies, supports PBL as an effective approach for preparing students to tackle real-world challenges.

Although research generally supports PBL (see, for example, [20,21,23,24,25], its effectiveness may vary. Kokotsaki, Menzies, and Wiggins [26] highlight limitations in methodology in the literature, such as reliance on quasi-experimental designs, which limit causal claims about its outcomes. Meng et al. [27] emphasize the context effect and challenges related to teacher preparedness and resource availability, suggesting that implementation gaps can undermine results.

3.3. PBL in Teaching Ethics

In the context of teaching ethics, Travis [28] demonstrated that creative teaching methods can enhance student engagement and foster critical thinking. Innovative approaches encourage students to reflect on the relationship between ethical principles and societal expectations. Similarly, Göçen and Bulut [29] found that combining digital tools, case-based methods, and active learning techniques, while fostering an open attitude among lecturers, creates the best results in ethics education.

Perry and Robichaud [30] further emphasized the benefits of immersive experiences like simulations, which require students to engage directly with ethical decision-making. Such methods help students connect abstract concepts with real-world scenarios, promoting a deeper understanding of their decisions’ consequences. These strategies help students understand ethics in practice.

However, from the students’ perspective, Sethy [31] found that many engineering students view professional ethics as irrelevant to their future careers, often seeing it as disconnected from practical applications. Giang [32] reported similar challenges among economics and business students, where differences in how ethics is taught impacted student engagement and understanding. This suggests a gap between the potential of innovative teaching methods and how students perceive the value of ethics education.

Addressing this gap requires approaches, such as those explored by Safari, Khatony, and Tohidnia [33], who identified the need to tackle challenges like false beliefs and weaknesses in the curriculum, and by Hadjipanteli [34], who demonstrated how a person-centered approach can bridge the gap between theory and practice.

3.4. Implementing PBL in the “Professional Ethics” Course

Building on the demonstrated benefits of innovative, student-centered approaches to teaching ethics, I implemented a PBL approach designed to engage students in workplace scenarios. The goal was to encourage active learning and help students develop critical thinking. This study, therefore, explores students’ perspectives on this project to highlight its potential and open broader discussions on integrating practical learning approaches to improve student engagement and understanding in Islamic culture courses.

This study implements a PBL approach in the “Professional Ethics” course through a project titled “A Stance on an Official’s Biography”. This project was designed to deepen students’ understanding of professional ethics by analyzing real-world challenges faced by Saudi officials. This project ties what students learn in class to practical applications, making ethics more meaningful. The project was delivered through the Blackboard platform, allowing students to work together, share ideas, and submit their work.

The project spans five weeks and involves team-based activities, with students divided into groups of five to seven members. Each group selects and studies a biography of a notable Saudi official. Examples of officials were provided to students. The biographies highlight ethical challenges encountered by the officials, providing valuable material for discussion and analysis. Students focus on identifying moments where professional ethics influenced decision-making, evaluating both compliance with and departures from ethical principles, and reflecting on the outcomes.

The process begins with groups forming and developing their plans, with each group selecting its own leader, allowing leadership roles to develop naturally. Each group distributes tasks based on members’ strengths and interests, following instructions to ensure a balanced workload and encourage active participation. They then prepare a presentation summarizing the biography, identifying a specific ethical dilemma, and discussing its relevance to professional ethics. Students analyze how adherence to core values such as honesty, integrity, and responsibility shaped workplace outcomes. The presentations also highlight the roles of teamwork and initiative in addressing challenges.

To foster engagement, students review and provide feedback on other groups’ presentations, offering insights and constructive critiques. Students were encouraged to work through any challenges within their groups, with minimal professor intervention. If conflicts persisted, they could seek guidance, but the focus remained on self-regulation and teamwork. This collaborative process allows groups to refine their work based on peer feedback before submitting the final version.

The assessment criteria for the project include the quality and depth of analysis, the organization of content, adherence to deadlines, and responsiveness to feedback. The project contributes 25% of the final grade, promoting active participation and reinforcing ethical learning outcomes. It concludes with selected presentations being shared in a final session, allowing students to showcase their insights and demonstrate the real-world application of professional ethics.

4. Materials and Methods

4.1. Participants

The study involved 201 undergraduate students enrolled in two sections of the undergraduate course, “IC 107 Professional Ethics” at King Saud University in Riyadh. The PBL project was conducted over five weeks during the fall semester in the 2024/2025 academic year. This course is part of the university’s general education requirements. All of the students in both sections are male. A total of 114 students initially responded to the survey. However, one response was excluded from the analysis as it was incomplete across all items, resulting in a final sample size of 113 participants (N = 113), representing 57% of the total population.

The participants represented a range of academic majors, with 45 students (39.8%) from health-related fields, 40 students (35.4%) from engineering disciplines, and 14 students (12.4%) from administrative programs. The remaining 13 students (11.5%) were distributed across other fields, while 1 student (0.9%) did not specify their major.

In regard to the roles students played in this project, 88 students (77.9%) reported participating as group members, while 23 students (20.4%) reported serving as group leaders. Two students (1.8%) did not specify their roles.

Regarding prior experience with project-based learning (PBL), 52 students (46.0%) reported participating once or twice, 36 students (31.9%) three times or more, and 22 students (19.5%) indicated it was their first time. Three students (2.7%) did not provide a response about prior experience.

Even though this project and the course were delivered through Blackboard, 107 students (94.7%) reported using WhatsApp as their primary tool for communication and collaboration, while 6 students (5.3%) used other tools, including Blackboard.

4.2. Data Collection

A mixed method approach was used, combining quantitative data from undergraduate students with qualitative insights. This study received approval from the Institutional Review Board (IRB)—the Permanent Committee for Scientific Research Ethics at King Saud University—and ethical guidelines were followed. Data were collected through an online survey that initially included 14 items. However, one item was removed post-collection due to student confusion, leaving 13 items for analysis. According to Neuman [35], surveys are well-suited for research questions exploring self-reported beliefs or behaviors. The findings from quantitative data are presented in descriptive statistics based on mean scores (M) and standard deviation (SD). Undergraduate students were asked to rate their perspectives on statements of the surveys on a 5-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree). In addition, the survey included three open-ended questions that allowed students to elaborate on their experiences. Their responses provided valuable qualitative insights that complemented the quantitative findings.

The survey investigated the students’ perspectives of the project experience, focusing on goal clarity, effort-benefit alignment, teamwork dynamics, engagement, and the impact on understanding professional ethics in workplace settings in Saudi Arabia. It also explored their preferences for PBL compared to traditional methods and their interest in incorporating more research projects in general preparation courses (Islamic Studies). The open-ended questions focused on identifying the most valuable aspects students gained from working on the project, the main challenges or difficulties they encountered during the research process, and suggestions for improving the project if it were to be implemented again in future semesters.

Finally, the survey concluded with a demographic and background information section to provide additional context about the participants. It includes questions about their role in the project (leader or member), the primary communication method used by the group (e.g., WhatsApp, Blackboard virtual classroom, in-person meetings, or other specified methods), their academic major (categorized as educational, administrative, health-related, engineering, computer and information systems, or other specified fields), and their previous experience with project-based learning (categorized as no prior experience, one or two experiences, or three or more experiences). This section aimed to capture relevant background details that could influence participants’ perspectives and experiences with the project.

4.3. Reliability and Validity

The reliability and validity of the survey instrument were assessed to ensure the data accurately reflected students’ perspectives of the project experience. The survey items were adapted from previous studies (e.g., [36,37,38]), which helped establish its content validity. In addition, several scholars reviewed the survey to provide expert feedback, further strengthening its content validity and ensuring it captured the intended constructs.

Using Cronbach’s alpha, the survey demonstrated high internal consistency with a reliability score of 0.95, indicating that the items effectively measured key constructs such as teamwork, engagement, and understanding of professional ethics. Cronbach’s alpha for each construct was also calculated separately:

-

Engagement and collaboration (5 items): Cronbach’s alpha = 0.91

-

Perceived learning and effectiveness (5 items): Cronbach’s alpha = 0.89

-

Ethical and professional impact (3 items): Cronbach’s alpha = 0.87

Descriptive statistics, including means (M) and standard deviations (SD), were also calculated to provide insights into response patterns and variability. The combination of quantitative data from Likert-scale items and qualitative input from open-ended questions strengthened the validity of the instrument by capturing both numerical trends and deeper insights.

5. Research Findings

5.1. Research Question 1

The quantitative findings of the survey indicate that undergraduate participants generally held positive perspectives of the project-based learning (PBL) experience. For Research Question 1—“To what extent do undergraduate students engage with and feel satisfied with project-based learning in the Professional Ethics course?”. Responses were first analyzed at the scale level to measure students’ perspectives of engagement and collaboration, learning effectiveness, and ethical and professional impact. The grand mean and standard deviation for each construct were computed to provide an overall measure of these perspectives.

Table 1. Mean Scores and Standard Deviations for Survey Scales.

Scale		Mean	SD
Engagement and Collaboration (5 items)	Project goals were clear, Effort matched benefits, Active contribution, Worked well with group, Encouraged diverse perspectives	4.46	0.91
Perceived Learning and Effectiveness (5 items)	Tasks were fairly distributed, Rich educational experience, Project was exciting, Sense of accomplishment, Peer feedback was helpful	4.31	1.03
Ethical and Professional Impact (3 items)	Enhanced understanding of ethics, Impact on managerial decisions, Interest in more research-based projects	4.40	0.94

presents the findings, including the mean and standard deviation for each survey scale.

5.1.1. Scale 1 Engagement and Collaboration

Overall, students rated engagement and collaboration positively (M = 4.46, SD = 0.91), indicating strong agreement with teamwork, active participation, and the benefits of group collaboration. In particular, most participants strongly agreed that project goals were clear from the beginning (61.06%) and that their effort matched the benefits they gained (61.06%).

Students also felt positive about teamwork and collaboration during the project. A large majority (69.91%) strongly agreed that they actively contributed ideas, and 60.18% felt they worked well with their group. Moreover, 63.06% of students believed teamwork encouraged leveraging diverse perspectives.

Table 2. Response Distributions for Engagement and Collaboration Items.

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
The project goals were clear from the beginning.	61.06%	31.86%	3.54%	1.77%	1.77%
My effort in this project matched the benefits I gained.	61.06%	33.63%	0.88%	1.77%	2.65%
I was active in contributing ideas and opinions with my group members.	69.91%	23.01%	4.42%	0.00%	2.65%
I worked in harmony with my group members to achieve project goals.	60.18%	29.20%	5.31%	0.00%	5.31%
I believe teamwork in this project encouraged leveraging diverse perspectives.	63.06%	22.52%	6.31%	2.70%	5.41%

provides the full response distribution for each item.

5.1.2. Scale 2: Perceived Learning and Effectiveness

Overall, students generally viewed the project as an effective and enriching learning experience (M = 4.31, SD = 1.03). Over half (53.10%) strongly agreed that tasks were fairly distributed among group members, while 58.56% strongly agreed that project-based learning in this course provided a rich educational experience. While overall feedback on this scale was positive, fairness in task distribution received the lowest agreement and was rated lower than all other survey items, highlighting a potential area for improvement. Some students expressed concerns about unequal participation or workload distribution in their groups, which was also reflected in open-ended responses to Question 2.

In addition, 52.68% of participants found working on the project exciting, and 65.18% strongly agreed that completing the project with their peers gave them a sense of accomplishment. The feedback received from peers during the initial presentation was also viewed positively, with 53.98% strongly agreeing that it was helpful.

Table 3. Response Distributions for Perceived Learning and Effectiveness Items.

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
The tasks required to implement the project were distributed fairly among group members.	53.10%	25.66%	9.73%	1.77%	9.73%
Project-based learning in this course was a rich educational experience.	58.56%	33.33%	4.50%	0.90%	2.70%
For me, working on this project was exciting.	52.68%	32.14%	9.82%	2.68%	2.68%
Completing the project with my peers gave me a sense of accomplishment.	65.18%	25.00%	4.46%	0.00%	5.36%
The feedback provided by other students on the project’s initial presentation was helpful.	53.98%	27.43%	13.27%	0.88%	4.42%

presents the full response distribution for this scale.

5.1.3. Scale 3: Ethical and Professional Impact

Overall, students expressed positive perceptions of the project’s impact on their understanding of ethics and professional decision-making (M = 4.40, SD = 0.94). A majority (62.83%) strongly agreed that the project enhanced their understanding of professional ethics within the Kingdom’s workplace context.

Also, 61.95% strongly agreed that the project increased their appreciation for the impact of professional ethics on managerial decisions. When asked whether they would like to see more research-based projects in university requirement courses (Islamic culture), 59.29% strongly agreed. These findings suggest that students recognize the value of integrating ethical discussions into practical, research-based projects.

Table 4. Response Distributions for Ethical and Professional Impact Items.

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Working on this project enhanced my understanding of professional ethics in a real-world work environment in the Kingdom.	62.83%	27.43%	6.19%	0.88%	2.65%
This project increased my appreciation for the impact of professional ethics on managerial decisions.	61.95%	28.32%	6.19%	0.88%	2.65%
I would like to see more research-based projects in university requirement courses (Islamic culture).	59.29%	18.58%	15.93%	1.77%	4.42%

provides the full response distribution for this scale.

5.2. Research Question 2

Section B of the survey included three open-ended questions designed to address Research Question 2, “What benefits, challenges, and suggestions do undergraduate students have regarding their experience with PBL?”. A thematic analysis approach was used to analyze the qualitative data obtained from students’ responses to the three open-ended questions. The data were first reviewed to gain an overall understanding of the content. Recurring ideas were then identified for each question, and similar responses were grouped together to form preliminary themes. These themes were refined and organized to provide a structured summary of students’ perspectives [39]. This process offered deeper insights into their perceived benefits, the challenges they encountered, and their suggestions for improving the project-based learning experience, complementing the quantitative findings.

5.2.1. Key Benefits Gained from the Project

The first of these open-ended questions asked, “What is the most important thing (or things) you benefited from while working on this project?.” The responses revealed several key themes reflecting the students’ experiences and learnings from the project.

• Value of Teamwork and Collaboration

Many students mentioned the value of teamwork and collaboration, as one student noted, “I benefited from many things, including teamwork, and I also formed new relationships with other students I didn’t know before.” This theme shows how the project improved communication skills and helped build relationships among peers.

• Engagement with New Materials

Also, students valued the chance to engage with new materials, as another student shared, “I was able to read one of the unique books, ‘Hayat fi alEdarah-Life in Administration’”. This theme demonstrates how the project encouraged self-directed learning and encouraged students to explore enriching content beyond their regular coursework.

• Personal Growth and Leadership Skills

Another theme was the personal growth and leadership skills students developed during the project. One student reflected, “This was my first time exploring the world of autobiographies, and the project opened my eyes to these valuable books”. This response highlights how the project broadened perspectives and promoted critical thinking. Furthermore, leadership skills emerged as a key theme for some students, such as one who said, “I was the leader, and honestly, I benefited a lot—I learned not to be shy and how to manage the group”. These examples highlight how the project helped build confidence, decision-making skills, and organization while keeping students engaged and motivated to learn.

5.2.2. Students’ Reported Challenges During the Project

• Challenges in Time Management and Coordination

In regard to the second open-ended question about the challenges or difficulties, if any, that students faced while carrying out this project, several common themes emerged from their responses. One frequently mentioned issue was time management, as many students struggled to balance the project requirements with their academic workload and personal commitments. Coordinating schedules with group members was also challenging, especially when trying to arrange meetings that worked for everyone. Some students pointed out difficulties with task distribution, noting that unequal contributions caused frustration and occasional conflicts. Communication barriers were another concern, particularly among students who didn’t know each other well, making it harder to build trust and share ideas effectively. One student highlighted these challenges by saying, “The collaboration between group members was poor, and in addition, the project was within the exam period. Since the project was in stages, it took longer. It would have been better if it were a one-time submission project”.

• Lack of Experience with Research Tasks

Another theme was the lack of experience with research-focused tasks. Several students expressed uncertainty about organizing their content and finding appropriate resources, leading to feelings of confusion or hesitation. Some also mentioned technical issues, such as relying on digital tools for group collaboration, which sometimes disrupted workflows. While a few students appreciated the opportunity to form new connections through working with unfamiliar peers, others suggested that assigning groups based on existing relationships might have reduced initial communication barriers and improved team coordination.

5.2.3. Suggestions for Improvement

Regarding the third open-ended question, “If the instructor plans to implement this project again in the next semester, do you have any suggestions to improve the project?”, several students offered suggestions to improve the project if it were to be implemented again in future semesters. One common recommendation was to let students form their own groups based on existing relationships or shared interests. Many felt that this approach could help reduce communication barriers and speed up collaboration during the early stages of the project. Others proposed smaller group sizes to ensure more balanced participation and to avoid conflicts caused by unequal task distribution. Also, some participants emphasized the need for clearer guidelines and examples at the start of the project to help students better understand expectations, especially those with less experience in research-based tasks.

• Preference for Project-Based Learning Over Traditional Exams

Students also showed a strong preference for continuing project-based learning as an alternative to traditional exams. One student commented, “I swear the idea of a project instead of an exam is an excellent one. It helped us enrich our knowledge in an engaging and interactive way, and the information gained was highly valuable. I believe this method is much better than exams and has a more personal impact, unlike exams where students sometimes memorize without understanding just to get grades”. This highlights how the project encouraged deep learning and practical application rather than rote memorization.

• Need for More Time

Lastly, some students suggested starting this five-week project earlier in the semester. They felt this would give more time for preparation and completion, improving the quality of the work and reducing stress as deadlines approach.

6. Discussion

This study explored undergraduate students’ perspectives of using project-based learning (PBL) in a professional ethics course. The findings show that students had positive perspectives on engagement, collaboration, learning effectiveness, and ethical and professional development. They found the PBL approach engaging and relevant. They saw it as a meaningful way to connect ethical principles to real-world applications. Most participants appreciated how the project provided meaningful learning experiences by addressing current challenges and promoting practical understanding. These outcomes align with the goals of Islamic culture courses mentioned in the introduction of this article.

Students also valued the opportunity to work in groups, share ideas, and learn from each other, which fostered collaboration and active participation. Similar findings were reported by Ling et al. [25], who found that PBL improves student engagement and practical skills in different contexts. Their study showed that using real-world tasks helps students understand concepts better and stay actively involved. This also aligns with the observations of Sexton and Garner [40], who highlighted the importance of interactive strategies, including real-world applications, in helping students connect ethical theories to practical scenarios.

Although students generally appreciated how the project deepened their understanding of professional ethics, some variability in responses suggests room for improvement in how ethics-related content is integrated. Adding more examples and detailed guidelines for future projects could make the content clearer and the learning experience more meaningful.

Some students felt that the learning experience could be improved, particularly in relation to peer feedback on project presentations, which had a slightly lower score than other areas. Open-ended responses showed a need for clearer guidelines and structured evaluation criteria. Using detailed rubrics and adding guided discussions on ethical challenges could improve peer reviews and make the learning experience better.

In terms of teamwork and collaboration, the findings align with Boey et al. [19], who found that real-world collaborative tasks in international service-learning programs improved teamwork and interpersonal skills. Their study shows the value of group-based, practical learning in enhancing interpersonal and collaborative abilities. Positive feedback from this study supports calls for improving teaching methods in line with prior recommendations, such as those proposed by Al-Eid [11] and discussed at the 2022 international conference [10]. These findings encourage scholars to further explore and adopt innovative tools to enhance teaching and learning in Islamic culture courses in Saudi universities and beyond.

Students also showed interest in having more research-based projects in general preparation courses-Islamic culture. This preference may reflect challenges such as time constraints and limited project flexibility, which were mentioned in open-ended responses. This finding highlights the need for clearer guidelines or monitoring tools to support fairer task allocation in future projects. Offering flexible deadlines, diverse topics, and more support could address these concerns. This would help improve active learning, critical thinking, and teamwork.

Students felt the group work helped them learn how to collaborate, share tasks, and manage their time better. These results align with earlier studies that highlight the role of PBL in supporting active learning, bridging theory and practice, and enhancing engagement and problem-solving skills. For example, Ferreira et al. [41] emphasized the importance of integrating real-world applications into curricula to bridge the gap between theoretical knowledge and workplace demands. Similarly, Alamri [24] and Maros et al. [23] found that integrating PBL with real-world contexts improves collaboration, critical thinking, and self-directed learning.

Interestingly, students showed a preference for informal platforms, such as WhatsApp, for group work. This preference may reflect the platform’s convenience, ease of use, widespread popularity among Saudi students, making it a preferred tool for communication and collaboration.

7. Conclusions

The findings of this study highlight the potential of project-based learning (PBL) to enhance student engagement, teamwork, and ethical reasoning in professional ethics education. However, despite PBL’s strengths, students still faced challenges. Some students mentioned issues with uneven task distribution and scheduling conflicts. These challenges could be addressed by clearer instructions, better peer evaluation systems, and tools to help divide tasks more fairly. Students also suggested adding more flexible deadlines and a wider range of project topics to better match their interests and schedules. Future projects should focus on improving teamwork, adding clearer evaluation guidelines, and offering flexible schedules to address student concerns.

Technology also played a significant role in how students experienced the project. Most students relied on WhatsApp for group communication, despite the course being delivered through Blackboard. This preference highlights the need for tools that are familiar, accessible, and easy to use. Platforms like Blackboard, which are widely used at academic institutions, may benefit from the addition of new features like integration with communication tools such as WhatsApp.

Future research could adopt an experimental design to compare PBL with traditional teaching methods. It could also examine PBL’s impact across different disciplines, educational levels, and institutional settings. Expanding the sample to include more diverse participants would also provide deeper insights into how contextual factors influence students’ experiences with PBL in professional ethics courses.

In conclusion, this study aimed to start a discussion on using project-based learning (PBL) in professional ethics courses. The results show that students found PBL engaging and relevant, as it helped connect ethical principles to real-world situations. However, some challenges, such as time management, task distribution, and communication, were mentioned. Students suggested improvements, including clearer guidelines, smaller groups, and more flexible deadlines. The positive responses on teamwork and practical learning suggest that PBL has strong potential to enhance engagement in Islamic culture courses, and with some adjustments, it could be even more effective.

While this study focuses on a specific university, its findings are relevant to other universities offering Islamic culture courses. As discussed earlier, reforming these courses has been a topic of debate across the Islamic world. This study adds to that discussion by highlighting the value of interactive, student-centered approaches. Its findings can also benefit similar contexts where teacher-centered methods are predominant.

8. Limitations of the Study

This study focused on undergraduate students in a professional ethics course at one university. This may limit how well the findings apply to other contexts. The study is also specific to its cultural and educational setting, which should be considered when interpreting the results. Additionally, the relatively small number of participants further limits the generalizability of the findings. The results are based on students’ self-reported perspectives, which may not fully reflect the project’s actual impact on their performance or learning.

It is hoped that this article opens a discussion among educators and academic leaders about adopting strategies to make these courses more engaging and meaningful, not just at King Saud University but also in similar courses across Saudi Arabia and beyond.