Education Sciences

Transnational higher education programs in engineering face persistent challenges in sustaining student motivation, engagement, and learning outcomes. Cultural norms, linguistic barriers, and traditional pedagogies often reinforce teacher-centred instruction, limiting active participation. This mixed-methods action research investigates how problem-based learning (PBL) supported by interactive handouts affects students’ motivation, engagement, and perceived learning outcomes in civil engineering programs, delivered in a Sino–UK university context. Drawing upon socio-cultural constructivism, Self-Determination Theory (SDT), and the multidimensional framework of student engagement, the study repositions motivation and engagement as central drivers of learning. Quantitative data from student surveys (N = 49) and qualitative responses from open-ended questions were analysed to identify patterns of perceived improvement and underlying mechanisms. Findings reveal that the scaffolded PBL and interactive tasks enhanced students’ intrinsic motivation, collaborative engagement, and self-reported understanding of key concepts. Students described the activities as “more interesting,” “interactive,” and “helpful for exam preparation.” In total, 92% agreed that the handouts improved their understanding of core concepts, while 78% of students reported being more motivated to participate in class, and 92% of students expressed that the handouts enhanced the learning environment. While self-reported perceptions limit causal claims, the findings contribute to a growing body of evidence advocating for learner-centred, motivationally informed pedagogies in transnational engineering education.

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; M_age = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls.

This paper presents a case study of research-based learning (RBL) implemented in an undergraduate engineering course through a module titled “State-of-Charge Monitoring of Li-Ion Batteries Using Thermographic Surface-Temperature Measurements”. The experiment involved 10 third-year engineering students and employed a single-group pre- and post-test design and a lecturer interview. The module provided students with an authentic research experience using advanced laboratory equipment. The study examines students’ attitudes, satisfaction, and development of research skills, as well as the lecturer’s perspective on the advantages and challenges of RBL. While the study had a limited timeframe and specific design characteristics, the findings could benefit researchers interested in integrating RBL. Results indicated that students showed initial interest, primarily seeking practical knowledge and skills. By the end of the experiment, they reported that RBL fostered high motivation and strengthened their sense of commitment, responsibility, and initiative. Despite the students’ enthusiasm and the lecturer’s motivation, the results show that preparing and implementing RBL required significant time and effort on the lecturer’s part. The students’ lack of prior knowledge in research activities and the limited time frame posed considerable challenges. Recommendations include implementing RBL over a longer period and involving additional educators to enhance student support.