Abstract:

Creativity and innovation are highly significant proficiencies in the contemporary labor market, especially due to the swift advancements in technology and the globalizing world that are altering the manner in which businesses function. The capability to think imaginatively and originate new ideas is increasingly becoming a valuable asset across various sectors. In fields like engineering, novel ideas and fresh perspectives are fundamental in driving progress and attaining triumph. Higher education plays a crucial role in nurturing creativity and innovation skill among students. Novel pedagogical methodologies, such as project-based learning (PBL) is an instructional approach that emphasizes learning through the completion of projects that are designed to solve real-world problems or answer complex questions. PBL allows students to develop critical thinking, problem-solving, communication, and collaboration skills that are essential in the 21st century workforce. This study aimed to evaluate the influence of problem-based learning (PBL) on the creative and innovation skill acquisition of engineering students. Three case studies were analyzed in four groups of environmental engineering students. The empirical findings indicate that PBL centered on environmental subjects is effective in fostering students' creative and innovative aptitudes, leading to an affirmative alteration of their competencies. Of particular importance, a significant proportion of environmental engineering students, who previously showed low self-perception about their creative and innovation skill, acknowledged their acquisition following the completion of PBL-based activities. Furthermore, at least seventy-five percent of the participants expressed agreement with regard to achieving creative and innovative skill evaluated in the study.

Keywords:

Creativity and innovation skill, problem-based learning, PBL, higher education, environmental engineering.