Professional master

Problem Based Learning in Engineering and Science

The Master of Problem Based Learning in Engineering and Science at Aalborg University is a fully online, highly interactive and flexible part-time e-Learning programme for faculty staff at institutions wanting to change to Problem Based Learning (PBL) – or for faculty staff who just are interested in learning more about PBL.

Outcome

Insight into problem based learning in engineering and science
Become a change agent in the introduction of problem based and project organised learning
Work in teams with educational experiments designed to solve real-life educational problems

2-year part-time programme

Apply for admission

Professional master

Problem Based Learning in Engineering and Science

Outcome

Insight into problem based learning in engineering and science
Become a change agent in the introduction of problem based and project organised learning
Work in teams with educational experiments designed to solve real-life educational problems

2-year part-time programme

Apply for admission

Facts

Master of Problem Based Learning in Engineering and Science (MPBL) - part-time programme

Location

Online

Tuition fees

Full programme, EU/EEA citizens: DKK 59.000 / 7.900 EUR
Full programme, Non-EU/EEA citizens: 8.800 EUR
Pr. semester: DKK 15.000/ 2.000 EUR / Non-EU citizens: EUR 2.200

Duration

Two years part-time - September 1, 2025 – June 30, 2027

ECTS

Application deadline

1st August 2025 (extended from 1st June 2025)

The Master of Problem Based Learning (hereafter MPBL) at Aalborg University creates a space of reflection and experimentation for developing teachers’ competences for pedagogical innovation and curriculum transformation of STEM-related educations.

The overall aim of this part-time professional master programme is to equip teachers with competences and mindset to continuously innovate their teaching and learning practices whilst promoting quality of education and meeting the challenges of their students and institutions to respond to current societal and professional challenges. The MPBL invites teachers from all over the world and from various educational levels within the field of STEM education.

The learning process is supported by PBL experts from the leading Aalborg PBL Centre on PBL in Engineering Science and Sustainability under the Auspices of UNESCO as well as by peer networking groups.

Unique opportunity to engage in:

Interdisciplinary Knowledge and Practical Experience: Participants gain a deep understanding of problem-based learning (PBL) methodologies and their application to transform their courses, while engaging in hands-on projects to solve educational problems.
Educational Research and Innovation: The program promotes research-based teaching and learning, enabling participants to develop educational research skills, foster pedagogical innovation, and transform curricula by implementing creative and innovative course designs.
Collaboration and Professional Development: Participants enhance their communication skills by working in groups on real educational challenges, and they benefit from professional growth opportunities through collaborative projects, workshops, seminars, learning communities, and networking.

Why develop competence for pedagogical innovation and curriculum transformation?

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Sustainability-related problems, post-pandemic, digitalization, employability, and knowledge-based society are examples of complex problems that deeply impact current and future of STEM students and their learning. STEM education is more than just qualifying students with disciplinary knowledge and analytical tools. It is also about building student well-being, attractiveness, motivation, persistence and preparedness for the complexity and uncertainty of their professional and personal future.

How to develop competence for pedagogical innovation and curriculum transformation?

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Project-organized, problem-based learning (PBL) is a cornerstone of the MPBL. The programme uses PBL as its main pedagogical approach, where participants' professional learning and development are driven by identifying and solving relevant, contextual education-related problems. Participants are invited to form working groups and collaboratively identify, formulate, and solve problems related to existing teaching and learning practices. This enables them to develop a deep understanding of relevant learning principles, theories, and frameworks, while also developing research skills to devise and apply practical, innovative solutions that foster pedagogical innovation and curriculum transformation in their own institutions. Throughout the MPBL, participants will discuss and use relevant contemporary educational theories, frameworks, methods and tools to reflect on one’s teaching and learning contexts and practices.

Target Group and Outcome

Target group

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The MPBL targets teachers from different educational levels (e.g., elementary schools, mid- and high schools (K12), colleges and universities, as well as other learning institutions. The programme has been developed specifically for STEM-related educations and programmes, but adjacent subjects are also more than welcome.

The primary target group of the MPBL is teachers within STEM educations, who acknowledge the need to transform student learning landscapes in order to better address both educational and societal problems. The PBL principles and methods specifically aim to strengthen student learning and motivation through active engagement with real-life problems. The MPBL facilitates that teachers in STEM educations take on an active role in educating future engineers and scientists, so that these can participate and contribute to the development of sustainable solutions to the present and emerging societal challenges.

A secondary target group of the MPBL is teachers generally involved in educational development as well as teachers outside of STEM educations, as the principles and methods taught can also be applied to other educational landscapes.

The project organized format of the professional master allows participants to adapt their learning process to the learning outcomes and teaching challenges in their own practice.

MPBL learning outcomes

Expected Learning Outcomes

The MPBL qualification profile comprises knowledge, skills and competences that participants successfully achieve through the programme. The academic progression of the programme is reflected in the project work developed throughout each semester, and fulfilment of expected learning outcomes.

A graduate from the MPBL programme is expected to:

Explain and use educational theories of teaching and learning as well as educational research published within the contexts of the Science, Technology, Engineering, and Mathematics (STEM) fields.
Differentiate between various educational research methodologies, including qualitative, quantitative, and mixed methods as well as apply insights from educational research to improve teaching practices, curriculum development, and educational policy.
Problematize diverse educational contexts and practices, in alignment with contemporary educational challenges by using relevant theories of learning and existing evidence.
Design, implement and evaluate PBL designs as potential solutions to contemporary educational problems.
Develop educational research protocols to evaluate PBL design and change processes, as well as critically reflect on its limitations and propose improvements.
Manage educational change processes that are complex, unpredictable and require new educational models and collaboration with diverse stakeholders.
Reflect continuously in one’s professional learning (PL), display agency to formulate learning goals, monitor and evaluate their fulfilment through the creation of, for example, PL plans.
Disseminate, both orally and in writing, the processes and outcomes of PBL design, implementation and evaluation for institutional educational change, by adhering to scientific standards of educational research.
Collaborate with diverse stakeholders and across contexts, or disciplines, to design and evaluate PBL based solutions to address educational problems.

Academic Content of the Programme

Structure in four semesters, comprising four project modules

The MPBL is organized in four semesters, all project-organized and problem-based and of 15 ECTS each. Each semester, participants will learn and use different theories, frameworks and tools to analyze their own teaching and learning context, identify and solve problems, as well as reflect on their own professional development and learning journey. Such organization enables participants to progressively develop their pedagogical competence, scholarship of teaching of learning, and educational research skills to continuously innovate and transform their teaching and learning practices. Each semester, participants’ learning is facilitated by themed workshops, a project supervisor, peer collaboration and feedback activities. A semester concludes with the hand-in of a project report, which will be the basis for an oral examination.

Semester Overview

Semester 1: Pedagogical foundations for course and curriculum (re)design

Semester 1 aims to help participants reflect on their own teaching practices and experiences to identify challenges and develop their teaching competencies by (re)designing a course. In this module, the project is reported through a project report, and it is a starting point for the participants to start reflecting on their own teaching philosophy, competences, practice, and to identify teaching and learning challenges to be addressed through the (re)design of their courses using problem-oriented, student-centered, collaborating and contextual learning principles.

Project module: Pedagogical foundations for course and curriculum (re)design (15 ECTS)

Semester 2: PBL in context

Semester 2 aims to support participants in engaging with PBL for different educational purposes (e.g., PBL for change making, PBL and sustainability), and/or levels (e.g., PBL and K12 education, PBL in higher education). By choosing between 4 elective project modules, participants are invited to immerse themselves into specific educational challenges relating to their field of interest.

NOTE: If you choose to complete the full PBL Master's program at your own pace, semester by semester, you may only select the elective "PBL for Change Making" (15 ECTS). For more details, please refer to the section on single courses.

Semester 3: PBL research and reflection in and through practice

Semester 3 aims to support participants in developing their scholarship of teaching and learning (SoTL) competences whilst implementing and evaluating the teaching and learning change processes towards PBL. Participants will develop skills and competences on theory of science, and educational research, and quality assurance systems, and to what extent these support educational change processes.

Project module: PBL research and reflection in, and through practice

Semester 4: Master’s project

Semester 4 refers to the final master’s thesis with which the participants complete their full master's programme in Problem Based Learning in Engineering and Science. The aim of the MPBL Master's project is to support the participants in developing competences to manage complex and unpredictable educational change processes. The Master's project builds on knowledge obtained during semesters 1-3.

Project module: Master’s thesis (15 ECTS)

Wish to follow single courses or take the full PBL master program in your own pace?

1. semester. Pedagogical foundations for course and curriculum (re)design (15 ECTS)

2. semester. PBL for change making (15 ECTS)

3. semester. PBL research and reflection in, and through practice (15 ECTS)

4. semester. Master’s thesis (15 ECTS)

See curriculum

Multiple and complementary study formats

The MPBL programme is built upon individual or collaborative problem-based projects as the pillar for learning. Each project module is facilitated and supported by thematic workshops and seminars, providing insight and tools as well as ensuring appropriate theoretical support for the project work. All projects are also supervised and affiliated to a peer-learning group that allows exchanges of experiences and perspectives. The thematic workshops will all be online. Different teaching methods will be applied, including e.g. online lectures or videos, web-mediated exercises and discussions. Peer-learning groups will support group reflections and peer-feedback. For both the project work, the thematic workshops and seminars, you are expected to do self-study and reading. Individual portfolio work will also be applied to support self-reflections. In this programme advanced teaching and learning tools, including E-learning and video conferencing tools, will be used intensively.

Projects

In a PBL curriculum the point of departure for the project is an ill-structured real-life problem, preferably taken from your own teaching practice or experience. Project proposals must be within the frame of the learning outcomes specified for the semester project and must be approved by a member of the academic staff. Participants are encouraged to work in project groups to the extent possible. Each project group will have a facilitator who is an academic staff member from UCPBL. Facilitation may take place as synchronous on-line facilitation or as asynchronous facilitation by e-mail. The outcome of any project work is a written project report and a process analysis. This documentation forms the basis of an oral assessment of the participants’ performance with the aim of showing that participants have achieved the learning outcomes of the project.

Thematic workshops and peer-learning

Online Environment

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The MPBL programme is a fully online programme. Therefore, as a participant you need to have access to the necessary hardware and software. The MPBL learning platform is based on Moodle, a widely used open-source Learning Management System supporting social constructivist learning. The online environment gives you advantages, such as studying where and when you please and getting access to a huge repository of resources via the Internet. You should, however, also be aware of the disadvantages, the main one being the lack of physical presence of and face-to-face communication with co-participants and lecturers.

Other teaching formats

Degree Designation

Seminar Dates and Location

Dates of Instruction

The Master’s program begins on September 1st, 2025, provided there are sufficient participants.

Workshops will be held every other week during September and October, allowing November and December to be more flexible for project work and supervision. Each workshop will last a maximum of 3 hours and is tentatively planned for Tuesdays and Fridays.

The deadline for submitting the project report is in December, and examinations will take place in January 2026. Exams will be scheduled between weeks 2 and 5, in coordination with participants, supervisors, and potential internal examiners.

The Spring semester starts in the beginning of February.

The Semesters

Duration: One semester (half-a-year)
ECTS-points: 15

The Courses

Duration: One semester
ECTS-points: 5

The Projects

Duration: One semester
ECTS-points: 5-15

Location

Other expenses

Admission Requirements and Application

Admission Requirements

Relevant Qualifying Programmes

Admission to the MPBL programme presupposes a relevant higher education at least at Bachelor level and a minimum of two years of relevant, professional experience in teaching or similar occupation following completion of the qualifying exam.

Relevant bachelor educations are for example:

Bachelor of Engineering within any field of engineering
Bachelor of Science within any field of science
Bachelor of Education.
Professional bachelor’s degree with a relevant profile (see above).

Admission also requires that the participant has 2 years of relevant work experience after completion of the qualifying programme. Relevant work experiences could be professional experience in teaching or a similar occupation.

English Language Proficiency Requirements

You must have written and oral command of English sufficient to participate in online group discussions and an ability to and experience with synchronous and asynchronous communication using ICT.

The following English language proficiency requirements must be fulfilled and documented:

Danish Students

English secondary school/high school level B (gymnasialt B-niveau)

International Students

You can read about the English language requirements here.

Admission to Single Courses

The admission requirements for the full Master's programme also apply for applicants to single courses offered from the MPBL programme.

Admission to Single Semesters

1. semester:

The admission requirements are the same as to the full Master's programme (see above).

2. semester:

It is possible to follow the semester as a single semester if you have already completed the 1. semester of the MPBL programme.

3. semester:

It is possible to follow the semester as a single semester if you have already completed the 1. and 2. semesters of the MPBL programme.

Exemption from Admission Requirements

Aalborg University may allow admission to applicants who do not fulfil the admission requirement of a relevant higher education at least at bachelor level but who Aalborg University has assessed has documented academic qualifications that equates a relevant bachelor programme.

The requirement of relevant professional experience cannot be exempted.

Uptake

The uptake on the education is maximum 30 students per module based on the first come, first served principle. The Master Thesis is exempted from a maximum uptake.

How to Log in and Apply

UNESCO Chair in Problem Based Learning in Engineering Education (UCPBL)

The MPBL programme is offered by the UNESCO Chair in Problem Based Learning in Engineering Education (UCPBL).

More information about UCPBL can be found here.

Problem Based Learning in Engineering and Science

Problem Based Learning in Engineering and Science

Problem Based Learning in Engineering and Science

Facts

Unique opportunity to engage in:

Why develop competence for pedagogical innovation and curriculum transformation?

How to develop competence for pedagogical innovation and curriculum transformation?

Target Group and Outcome

Target group

MPBL learning outcomes

Academic Content of the Programme

Structure in four semesters, comprising four project modules

Semester Overview

Semester 1: Pedagogical foundations for course and curriculum (re)design

Semester 2: PBL in context

Semester 3: PBL research and reflection in and through practice

Semester 4: Master’s project

Wish to follow single courses or take the full PBL master program in your own pace?

1. semester. Pedagogical foundations for course and curriculum (re)design (15 ECTS)

2. semester. PBL for change making (15 ECTS)

3. semester. PBL research and reflection in, and through practice (15 ECTS)

4. semester. Master’s thesis (15 ECTS)

Multiple and complementary study formats

Projects

Thematic workshops and peer-learning

Online Environment

Other teaching formats

Degree Designation

Degree Designation

Seminar Dates and Location

Dates of Instruction

Location

Other expenses

Other expenses

Admission Requirements and Application

Admission Requirements

How to Log in and Apply

Office for Continuing Education

Further Contact Information

Contact

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