Authors
Aida Guerra, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Bente Nørgaard, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Bettina Dahl, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Dan Jiang, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Henrik Worm Routhe, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Jette E. Holgaard, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Juebei Chen, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Søren Hansen, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark; Xiangyun Du, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Synopsis
This chapter advances a systems approach to transferable skills in engineering education, using Aalborg University’s project-organised problem-based learning (PBL) model as a central case. It highlights key competencies — complex problem solving, project management, leadership, collaboration, co-creation, interdisciplinarity, and professional identity, and professional agency — as essential for addressing contemporary challenges. Drawing on three decades of research, the chapter shows how these skills can be cultivated through authentic problems, project work, and teamwork. Each competency is defined, grounded in theory and empirical evidence, and illustrated with examples from practice, along with typical challenges and practical guidance for educators. Together, the chapter argues that PBL supports progressive, authentic, and reflective competency development. It concludes with research-informed recommendations for embedding transferable skills in engineering programmes, emphasising constructive alignment, scaffolding, interdisciplinarity, psychological safety, and real-world engagement to prepare adaptable, collaborative, and agentic engineers.
Author Biographies
Aida Guerra, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Guerra, Aida (0000-0003-0800-4164) is Vice-Director of the Aalborg UNESCO PBL Centre. Her research focuses on integrating sustainability into engineering education through problem- and project-based learning (PBL) and academic staff development. She publishes widely on sustainability competencies and student agency and serves as co-chair of SEFI’s Sustainability Special Interest Group.
Bente Nørgaard, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Nørgaard, Bente (0009-0002-7331-0854) is Associate Professor in Continuing Engineering Education Research at the Aalborg UNESCO PBL Centre. Her work combines PBL and engineering education research to design tailor-made continuing education. She coordinates international capacity-building projects and chairs SEFI’s SIG on continuing engineering education and lifelong learning.
Bettina Dahl, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Dahl, Bettina (0000-0002-1340-3939) is Associate Professor at the Aalborg UNESCO PBL Centre and Professor of Mathematics Education at the University of Bergen, Norway. Her research spans mathematics education, STEM learning, assessment, and PBL. She has led international projects, advised global organizations, and published extensively on vocational education and capacity building.
Dan Jiang, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Jiang, Dan (0000-0002-7053-0731) is a Postdoctoral Researcher at Aalborg University and member of the UNESCO PBL Centre and IAS-PBL. Her research addresses PBL, engineering education, learner agency, sustainability, and intercultural learning. She contributes to international projects on student-centred learning and publishes on pedagogical development and sustainable design competencies.
Henrik Worm Routhe, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Routhe, Henrik Worm (0000-0001-7368-99780) is an Assistant Professor at Aalborg University and member of the UNESCO PBL Centre and IAS-PBL. With 30 years of industry and leadership experience, his research focuses on interdisciplinarity, leadership, project management, and PBL competencies in engineering education, bridging professional practice and educational development.
Jette E. Holgaard, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Holgaard, Jette E. (0000-0002-9418-8969) is Associate Professor at the Aalborg UNESCO PBL Centre. Her research explores PBL competencies, interdisciplinarity, and societal challenges in engineering education, grounded in sustainability science and the UN Sustainable Development Goals. She has published more than 140 works in these fields.
Juebei Chen, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Chen, Juebei (0000-0003-1056-2157) is an Assistant Professor at Aalborg University and member of the UNESCO PBL Centre and IAS-PBL. Her research focuses on professional identity, academic well-being, teacher development, and Q-methodology. She has authored over 45 publications examining pedagogy, student development, and systemic educational transformation.
Søren Hansen, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Hansen, Søren (0009-0004-6353-1738) is an Associate Professor at Aalborg University and member of the UNESCO PBL Centre and IAS-PBL. His research centres on creative learning environments, academic well-being, and transdisciplinary STEM education. He develops professional development initiatives promoting team creativity and psychological safety.
Xiangyun Du, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Du, Xiangyun (0000-0001-9527-6795) is Professor and Director of the Aalborg UNESCO PBL Centre, Aalborg University. Her research examines systemic educational transformation through problem- and project-based learning across diverse disciplines and cultures. She has published over 280+ works and leads international capacity-strengthening initiatives in educational change.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Guerra, A., Nørgaard, B., Dahl, B. ., Jiang, D., Routhe, H. W., Holgaard, J. E., Chen, J., Hansen, S., & Du, X. (2026). A Systems Approach to Transferable Skills in PBL-Based Engineering Education: The Aalborg University Case. In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 603-625). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.83
