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Enhancing first-year engineering design through an integrated storytelling framework.

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Title: Enhancing first-year engineering design through an integrated storytelling framework.
Authors: de Freitas, Claudio1 (AUTHOR) cfreitas@pfw.edu
Source: Frontiers in Education. 2026, p1-10. 10p.
Subject Terms: *Storytelling, *Project method in teaching, *Engineering students, *Student engagement, *Team learning approach in education, *Contextual learning, Engineering design, Professional identity
Abstract: This study explores how storytelling can support first-year engineering (FYE) students' learning of the Engineering Design Process (EDP) when combined with Project-Based Learning (PJBL), Community-Based Learning (CBL), and Team-Based Learning (TBL). In a FYE course, students worked in teams as fictional engineering companies, assumed professional roles, and completed projects for both fictional and real clients. Using a quasi-experimental pre–post design with surveys (N = 64 complete responses) and reflective prompts (N = 78), we examined changes in students' perceptions of engineering design. Quantitative findings showed significant gains in familiarity with EDP steps, confidence in applying the process to real-world problems, and recognition of creativity, sustainability, and teamwork as central to engineering. Items on ethics, innovation, and everyday applications showed no significant change. Qualitative analysis identified four themes: identity and authenticity, motivation and engagement, understanding of the design process, and preparedness for real-world challenges. Together, the results suggest that storytelling, when integrated with PJBL, CBL, and TBL, enhances engagement and fosters professional identity development in first-year engineering students. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Enhancing first-year engineering design through an integrated storytelling framework.
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  Data: <searchLink fieldCode="AR" term="%22de+Freitas%2C+Claudio%22">de Freitas, Claudio</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cfreitas@pfw.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Team+learning+approach+in+education%22">Team learning approach in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+design%22">Engineering design</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink>
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  Data: This study explores how storytelling can support first-year engineering (FYE) students' learning of the Engineering Design Process (EDP) when combined with Project-Based Learning (PJBL), Community-Based Learning (CBL), and Team-Based Learning (TBL). In a FYE course, students worked in teams as fictional engineering companies, assumed professional roles, and completed projects for both fictional and real clients. Using a quasi-experimental pre–post design with surveys (N = 64 complete responses) and reflective prompts (N = 78), we examined changes in students' perceptions of engineering design. Quantitative findings showed significant gains in familiarity with EDP steps, confidence in applying the process to real-world problems, and recognition of creativity, sustainability, and teamwork as central to engineering. Items on ethics, innovation, and everyday applications showed no significant change. Qualitative analysis identified four themes: identity and authenticity, motivation and engagement, understanding of the design process, and preparedness for real-world challenges. Together, the results suggest that storytelling, when integrated with PJBL, CBL, and TBL, enhances engagement and fosters professional identity development in first-year engineering students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3389/feduc.2025.1709767
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Project method in teaching
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      – SubjectFull: Engineering students
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              Text: 2026
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