Abstract:

This paper presents a case study on applying co-teaching approaches in a module addressing economic, environmental, and social concerns within Direct Digital Manufacturing (DDM) in response to the changing landscape of doctorate education. The module combines co-teaching (CT) and Project-Based Learning (PBL) to promote student engagement and learning outcomes. It is part of a joint PhD program between the Polytechnic University of Leiria and the University of Minho. Context-specific learning, student participation, and information exchange through social interactions are all prioritized in the PBL approach. Simultaneously, differentiated education, co-teaching techniques, and collaborative planning are made easier by CT, which maximizes student engagement and instructional efficacy. This blended methodology was applied in a hybrid in-person and online module for doctoral students. This case study highlights the effectiveness of co-teaching in PhD education and provides insightful information for future pedagogical innovations to improve academic outcomes and student learning experiences.

Keywords:

Co-teaching, Doctoral Program, Mechanical Engineering, Sustainability, Problem-Based Learning.