Project-based learning in international teams composed of excelling high-school and first-year engineering students: high-school students’ perspective

Studies indicate a considerable gap between the skills of engineering graduates and those required in the industry, especially regarding soft skills. As a partial solution, a unique educational programme focusing on project-based learning in international teams (iPBL) was recently developed. These teams consist of excelling high-school students majoring in science and engineering (Israel) and first-year engineering students (Yale University, USA). The project deals with design and manufacturing iterations for potential products and takes place over five days at the Yale Centre for Engineering Innovation and Design in the USA. The study described in this article aimed to characterise iPBL from the high-school students’ perspective. In-depth interviews were conducted with high-school students who attended the programme. Content analysis identified different components in students’ attitudes. From the cognitive aspect, students claim that iPBL develops soft skills, as well as technical skills that are not taught in Israel. However, at the same time, they report difficulties in teamwork stemming from the heterogeneity of the team. Affectively, students think that iPBL is interesting and enjoyable, mainly due to the exposure to different cultures and different ways of thinking. From the behavioural viewpoint, students strongly recommend their peers to participate in similar programmes.