Our central research question is: How can we co-create content-wise open, yet time-bound engineering curricula that are constructively aligned, and balance and support the development of transformative competencies (including disciplinary and transdisciplinary) within the new rationale of addressing societal challenges?
We identified the following sub-research questions:
RQ1: What are the characteristics of transformative competencies and what are the pathways for developing a balanced set of such competencies for an engineering curriculum?
RQ2: What are the characteristics of approaches to attain constructive alignment at the curriculum level with an adaptable and balanced set of competencies?
RQ3: What are the characteristics of an approach to guide students in navigating their learning journeys considering how to select, acquire and validate a personalized and balanced set of competencies?
Viewed from our conceptual lens of constructive alignment, RQ1 focusses on characteristics of transformative competencies to be achieved as learning outcomes and pathways to identify that set in co-creation with many stakeholders. RQ2 focusses on aligning these learning outcomes at the curriculum level with learning activities and assessment. RQ3 focuses on the pedagogies or structures needed to guide students in selecting competencies to be achieved as learning outcomes, learning activities fitting these learning outcomes, and assessing/validating learning outcomes.鈥�