Making competencies visible: evaluating the effects of stimulating lifelong learning in engineering education

In an era of rapid change and evolving workforce demands, engineering education must equip students with lifelong learning (LLL) competencies to ensure adaptability. This study explores effectiveness of explicitly integrating LLL competencies into problem-based learning (PBL) within a first-year engineering programme. Using a quasi-experimental design, four PBL groups participated in varying interventions including adapted peer assessments and reflective essays targeting LLL competencies. A mixed-method combined pre- and post-intervention surveys with reflective essays. While the Lifelong Learning Scale showed no significant changes, students reported increased perceptions of importance and presence of LLL competencies and improved confidence in their abilities. Group 4, receiving both interventions, demonstrated notable gains in self-reflection. Reflective essays revealed that engaging in deeper reflection results in articulating both LLL and professional competencies. These findings underscore the value of embedding structured reflective practices and targeted interventions to better prepare students for dynamic demands of the engineering profession.