2026 ASEE Annual Conference & Exposition

Implementation Challenges and Effectiveness of Problem-Based Learning: Insights from Engineering Faculty

Presented at Engineering Technology Division (ETD) Technical Session 9

Engineering and polytechnic education in India is increasingly adopting Outcome-Based Education (OBE), which emphasizes the development of learners’ knowledge, skills, and attitudes (KSA) through student-centered instructional approaches. In this context, Problem-Based Learning (PBL) has emerged as a learner-centered alternative that promotes real-world problem solving, collaboration, and self-directed learning, addressing limitations associated with traditional lecture-based teaching. The present study examines the implementation of PBL in engineering education, with a focus on faculty-perceived effectiveness and the challenges encountered during classroom practice.
As part of a faculty development and research initiative, engineering faculty members underwent structured training programmes on PBL methodologies prior to implementation. Following the training, PBL was implemented across various engineering disciplines. Data were collected from 231 engineering faculty members using a structured questionnaire to capture their perceptions of PBL effectiveness and implementation challenges.
The analysis revealed a high level of faculty agreement regarding improved student engagement and learning outcomes through PBL implementation. More than 90% of the respondents indicated that PBL enabled students to apply theoretical knowledge to real-world problems and enhanced transferable skills such as teamwork and self-directed learning. However, challenges related to implementation were also evident. A substantial proportion of faculty members (90.9%) reported difficulties in balancing PBL activities with traditional course requirements, while concerns related to assessment fairness were expressed by 95.7% of respondents. In addition, institutional factors played a significant role, with 81.4% of faculty acknowledging the availability of institutional resources and policies, and a notable proportion expressing the need for greater support in terms of industry and community engagement opportunities.

Authors

Dr. Dinesh Kumar KSA http://orcid.org/0000-0002-6585-1389 National Institute of Technical Teachers Training and Research [biography]

Dr. K S A Dineshkumar, Professor, Department of Civil Engineering. He has been working in the domain of Structural Engineering, Geographical Information System, Sustainable development, Smart City, Instructional technologies, Technology-Enabled Teaching and Learning, Student Evaluation, and Instructional Design and Delivery. He has coordinated more than 100 national and 9 international training programs.
Dr. Malliga P http://orcid.org/0000-0003-3098-5632 National Institute of Technical Teachers Training and Research (NITTTR), Chennai [biography]

Dr. P. Malliga is Professor and Head of the Department of Computer Science and Engineering at NITTTR Chennai, India, with over 30 years of experience in teaching, research, and capacity building in engineering and teacher education. She holds a Ph.D. from the University of Madras and postgraduate degrees from BITS Pilani and Anna University. Her expertise includes digital pedagogy, instructional design, and emerging learning technologies. She has coordinated and served as a resource person for numerous national and international faculty development programmes and has been actively involved in the design and delivery of MOOCs and online teacher training initiatives. Dr. Malliga played a key role in establishing the XR Lab and the Experiential Learning Technology Centre at NITTTR Chennai. Her research interests span AI in education, AR/VR, outcome-based education, and inclusive learning design. She has published in peer-reviewed journals and presented her work at international conferences. Her professional work focuses on advancing innovative, technology-enabled teaching and learning practices in higher education.
Dr. Janardhanan Gangathulasi http://orcid.org/0000-0003-4443-6677 National Institute of Technical Teachers Training and Research Chennai [biography]

Dr. Janardhanan Gangathulasi is Professor of Civil Engineering at the National Institute of Technical Teachers Training and Research Chennai. Dr. Janardhanan has over 25 years of research, teaching and consulting experience within the broad fields of civil, environmental engineering and engineering education. His research expertise includes: (1) Water quality analysis; (2) Lake front development and remediation (3) Development of MOOCs; (4) Accreditation, academic quality framework and academic auditing; (5) Learning Spaces – Blended approach; (6) Active and experiential learning; (7) Sustainable Development and Education; (8) Urban Environment Management and Smart city; (9) solid and hazardous waste management and landfill engineering; and (10) life cycle assessment and sustainable construction materials. His research and training programme is funded by the ITEC, DST, World Bank, MEA, MoE, PWD and several prominent state governments and industries. Dr. Jana published around 50 research articles in international and national journals and conferences. He has been granted patent by GoI towards manufacturing artificial aggregate from waste.Dr. Janardhanan has coordinated more than 23 international training programmes and trained around 400 international delegates from 68 different countries across the globe (Afghanistan, Algeria, Angola, Bangladesh, Bhutan, Belarus, Botswana, Burundi, Cambodia, Cote d'ivoire, Cuba, Colombia, Cameroon, Demo. Rep. Of Congo, Ethiopia, Egypt, El-Salvador, Fiji, Ghana, Guatemala, Honduras, Indonesia, Iraq, Jordan, Kenya, Kyrgyzstan, , Laos, Lebanon, Lesotho, Lithuania, Malaysia, Maldives, Malawi, Mauritius, Mexico, Moldova, Mongolia, Madagascar, Moscow-STP, Myanmar Namibia, Nepal, Niger, Nigeria, Palestine, Paraguay, Papua New Guinea, Peru, Poland, Senegal, Seychelles, Sierra Leone, Somalia, Sudan, South Africa South Sudan, Sri Lanka, Suriname, Swaziland, Syria, Tanzania, Thailand, Uganda, Uzbekistan, Vietnam, Yemen, Zambia, Zimbabwe). He has coordinated more than 200 training programmes and trained more than 15000 participants. He has developed and offered six MOOCS with a registration of more than 50000. He is serving as a reviewer for various journals and international conferences. Dr. Janardhanan has received fellowship and awards (a) UNESCO-IIOE - Special Prize Award - Online Video Competition (b) Sjngapore Cooperation Programme - Leadership course fellowship award (c) UNESCO Invitation to the Asia-Pacific Regional Seminar on MOOCs for Higher Education (d) Institution of Engineers, India - Young Engineer Award (e) American Society of Civil Engineering (ASCE) – Illinois Section – Geotechnical Award; (f) ASCE-UIC Travel Grant (g)Swiss Federal Institute of Technology (EPFL), Fellowship (h) University of Illinois – Doctoral Fellowship. He is a Member of American Society of Engineering Education, American Society of Civil Engineers, International Water Association (IWA), Indian Society of Technical Education, Indian Geotechnical Society, National Solid Waste Association of India, Institution of Engineers (India). His doctoral research is from University of Illinois, USA and Bachelors and Master’s degree from College of Engineering, Guindy, Anna University, India. He extensively traveled within and abroad for technical lectures viz., USA, Germany, Belarus, China, Hong Kong, Thailand, Malaysia, Singapore.
Dr. Velu Shanmuganeethi http://orcid.org/0000-0002-0548-5532 [biography]

Dr. V.Shanmuganeethi, Professor, Department of Computer Science and Engineering. He has been working in the domain of web technologies, Cloud computing, programming Paradigm, Instructional technologies and Teaching â€“ Learning Practices and Pr

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