Abstract:

In the face of increasing global crises such as climate change, scarcity of resources and pandemics, engineering education is required to meet the growing need to train engineers who can address complex global challenges and contribute to a more sustainable and resilient world. Situated at the intersection of societal needs and scientific knowledge, engineers are working in a crucial position to facilitate sustainable solutions to “wicked problems”. In this context, engineering education needs to be designed to ensure that it goes beyond technical skills and encourages students to develop responsibility and ethical awareness.

The “Engineers Without Borders Challenge” (EWB Challenge) in Germany takes up this approach by continuously providing engineering students with the opportunity to work on real-world projects that address the needs of communities in critical infrastructures: In the fall and winter of 2023/2024, the EWB Challenge provided a multifaceted learning environment in collaboration with a regional partner in Uganda. They challenged engineering students to engage with the complexities inherent in development cooperation in a postcolonial society, enhancing their problem-solving skills and fostering the sense of social responsibility. Furthermore, the EWB Challenge creates settings which cultivate intercultural sensitivity and critical thinking skills that are essential to the successful implementation of engineering projects in global contexts where both user and cultural acceptance are crucial to the sustainability and effectiveness of solutions. In this process, students are challenged to critically examine their preconceptions regarding the repercussions of their actions, taking ethical considerations and estimating consequences that may arise from their work in the communities where their developed and proposed solutions will be implemented.

This study evaluates students' experiences with the EWB Challenge in the winter term 2023/2024, implemented as a Challenge-Based Learning approach within the “Innovation Management” course in the master's program Mechanical Engineering at TH Köln University of Applied Sciences. Adopting a qualitative methodology, the research combines the analysis of semi-standardized interviews with students and a structured reflection session with all participating student teams of the course. This approach allows for an in-depth exploration of the students' motivations, skill development, and awareness of social responsibility.

The findings indicate that the cooperation with Engineers without Borders in a nationwide challenge alongside other participating universities provides a meaningful educational experience for engineering students, enhancing their motivation through engagement in projects with public benefit. As a result of their participation in the course, students manifest an increased awareness of their social responsibility, demonstrating a growing interest in the activities of Engineers without Borders. The subject matter and regional context of the challenge encourages critical thinking, emphasizing the significance of adopting an appropriate attitude within development cooperation. In conclusion, the study highlights the value of this Challenge-Based Learning framework within the engineering curriculum, to foster a comprehensive understanding of the social implications of technical solutions, thereby enabling graduates to tackle complex challenges in a globally connected world.

Keywords:

Responsible Engineering, Engineering Education, Challenge-Based Learning.