ORCID

Abstract

A fundamental skill sought to be strengthened in engineering professionals is the ability to work in a team. Gradually, pedagogies centered on problem-based or project based learning (PBL) have been incorporated into the curricula of engineering programs with the aim of promoting collaboration and critical thinking. Although PBL can be a beneficial approach to foster students' cognitive abilities and promote their group integration, its implementation may pose challenges for female students due to their minority status in the engineering field and the persistence of gender stereotypes.This article describes part of an ongoing research project that examines the experiences of female engineering students and assesses the extent to which collaborative learning methods have supported their education. Our contribution provides a phenomenological analysis based on a longitudinal dataset composed of 42 interviews with 22 university students. The results obtained allow for a reassessment of the effectiveness of certain collaborative learning and teamwork practices, with the aspiration of promoting greater participation of women in engineering.

Keywords

Collaborative learning, gender gap, phenomenology, teamwork, women in engineering

Publication Date

2024-01-01

Publication Title

Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024

ISBN

9786289520781

ISSN

2414-6390

Deposit Date

2025-07-18

Download


Share

COinS