Open Access Journals at Aalborg University
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Generative AI in Reflective Learning: Bridging Literacy Gaps
Full text linkIn further education, barriers to scientific knowledge often arise due to limited competence in reading and comprehending complex academic literature. This study investigates the potential of generative artificial intelligence (AI) to scaffold reflective practice-based learning by assisting learners in overcoming these barriers by embedding generative AI within professional training. This research highlights a pathway for re-engaging adult learners with academic discourse, offering scalable solutions for lifelong learning in an era of rapid technological change. Specifically, we explore whether generative AI can enhance the accessibility of scientific literature, thereby supporting professional development through improved technological literacy. The research employed a mixed-methods approach, combining questionnaires and semi-structured interviews. The questionnaire assessed the learners perceived difficulty in engaging with academic papers. At the same time, the interviews delved into the effectiveness of generative AI assistance and its integration into their professional practice. Initial findings suggest that generative AI can act as a scaffolding mechanism, providing simplified translations and interpretations of complex texts. This support helps learners to understand and apply scientific content in their contexts. These results highlight the potential of generative AI in enhancing reflective practice-based learning by bridging gaps in scientific literacy, ultimately contributing to the future of practice-oriented education in an era shaped by disruptive technologies
Heatmapping Key Competencies STEM Students Present in PBL Environments
Full text linkAalborg University (AAU) uses Problem Based Learning (PBL) in which students develop professional competencies by engaging with authentic problems. All Engineering master students at AAU have had a PBL Competency profile as a compulsory exercise. The profiles are structured around the AAU PBL Competency Framework. This framework is comprised of 48 individual competencies, grouped into four categories; meta- reflective, problem-oriented, interpersonal, and structural. Students are free to choose which of these competencies they incorporate in their profile.
A total of 1095 PBL Competency profiles were reviewed across more than 50 STEM study programs, and each was evaluated for the presence or absence of each of the 48 competencies in the PBL competency framework. This study explores the relative prevalence of each competency within the profiles submitted by students, and the balance across the different categories. Further, it investigates the extent to which students made these competencies explicit, and evidence the competence.
The study reveals that the competencies are not equally represented in the competency profiles, with a subset of seven competencies comprising 40% of all reported competencies. The study further reveals that the students generally do not provide evidence to support their claims of competence. 
A Scientometric Study of Contributions by African-affiliated Authors to Engineering Education Research Journals 2004-2023
Full text linkEngineering education research has grown considerably as a field of inquiry over the last 20 years, particularly in the US, Europe and Australia. This study applies a scientometric approach to the contributions from Africa-affiliated authors to 19 engineering education research journals, 2004 - 2023.
In the 385 journal articles published, South Africa was notably the most prolific contributor with 147 articles, followed by Egypt, Nigeria, Botswana and Tunisia. While this research output is comparable with that of other regions in the Global South, it remains significantly lower than that of regions in the Global North. It was noted that the annual average article output was 11 in the period up to 2015 whereas from that year onwards it rose to 28 per annum.
Authors from South Africa and Botswana tended to co-author with colleagues from the US whereas those from Tunisia partnered with Saudi Arabian co-authors. The most common keywords were students, engineering education and E-learning. Three engineering education research centres were identified, two in South Africa and one in Nigeria. We believe that these findings can serve as a useful baseline to allow scholars to monitor the evolution of research in engineering education by African educators over future decades. 
Keeping Research Current: Using Living Literature Reviews in Educational Research
Full text linkOur previous systematic literature review on academic coaching interventions (Campbell & Mogashana, 2024) highlighted key features of effective approaches for undergraduate students but also revealed the challenge of keeping research syntheses up to date. Living literature reviews (LLRs) offer a solution by providing a continuously updated synthesis of new evidence. In this paper, we examine whether LLR methodologies can be effectively applied to academic coaching research, particularly when incorporating qualitative studies. We begin with an overview of systematic reviews and their limitations before introducing the LLR approach and its potential benefits for educational research. We then outline the methodological steps required to transition from a static systematic review to a dynamic LLR, detailing search strategies, inclusion criteria, and data management techniques. Implementation challenges—such as workload, methodological consistency, and publication concerns—are discussed alongside practical workarounds. Finally, we explore the role of AI tools in automating aspects of LLRs, including data extraction, citation tracking, and workflow optimization. By addressing these considerations, we aim to provide researchers with a roadmap for integrating LLR methodologies into education research, ensuring that evidence remains current, transparent, and accessible. 
Exploring Shared Understanding and Practices of Experiential Learning Among African Engineering Educators
Full text linkThe definition, practice, and assessment of experiential learning (EL) globally and within Africa vary significantly across institutions, even within the same country. This inconsistency is largely due to a lack of research focused on educational landmarks shaped by Africa’s unique socio-cultural challenges, technological divides, and financial struggles. Additionally, there is a lack of knowledge on how to structure Afrocentric practices for EL. This research seeks to address the challenges and disparities in the implementation of EL initiatives across African educational contexts. It aims to identify commonly employed methods of EL and explore the shared understanding of EL practices among African engineering educators. Thirty-two participants from seven African countries completed a survey on their understanding and experiences with EL. Responses from nineteen of those participants were discarded due to incompleteness. The remaining thirteen participants, from seven African countries, were divided into two groups: those familiar with and actively using EL, and those familiar with EL but who have not yet used it. The analysis highlights shared practices, perceived impacts, and participants' understanding of EL. The results emphasize the need for future research to harmonize EL practices across Africa. 
Bridging Gaps in Engineering Teamwork: A Literature Review through the Lens of Cultural-Historical Activity Theory (CHAT)
Full text linkTeamwork is a core competency in engineering education, yet persistent challenges remain in cultivating collaboration that prepares graduates for professional practice. This study reports a systematic literature review (SLR) of 22 peer-reviewed studies (2010–2024) examining how Cultural-Historical Activity Theory (CHAT) can be applied to understand and strengthen teamwork development in engineering programmes. Guided by PRISMA 2020 procedures, the review identifies recurrent contradictions between intended learning outcomes and prevailing educational practices, particularly regarding assessment design, role distribution, and inclusivity. Five thematic clusters emerged: assessment misalignment, role clarity and flexibility, technology as mediator, diversity and inclusion, and instructor facilitation, each mapped to CHAT components to illustrate systemic influences on teamwork learning. The synthesis highlights that while project-based and blended learning environments show promise, contradictions persist when institutional rules and assessment reward individual performance over collective achievement. The findings contribute to a clearer picture of how CHAT can structure evidence-based interventions to align curriculum, pedagogy, and assessment with teamwork objectives. The paper concludes by outlining practical implications for curriculum redesign, faculty development, and equitable assessment reform, positioning CHAT as a valuable framework for building teamwork competence in engineering education. 
Transitioning to Project-Based Learning in Data Science Education: An Action Research Study at a Danish Vocational School
Full text linkThis paper presents an action research study on the transition from a traditional subject-based teaching model to project-based learning (PjBL) in data sciences at a Danish vocational school. The shift was primarily motivated by the need to create a more coherent learning experiences and better alignment between school- based instruction and workplace learning. The new model integrates multiple subject areas into holistic, continuous projects spanning up to ten weeks. Teachers and industry representatives participated as co- researchers to examine (1) the transition process, identifying areas for improvement, and (2) the benefits, challenges, and developmental potential of this new pedagogical model and students were interviewed on many of the same subjects. The study was conducted in three phases: exploratory focus group interviews with students, semi-structured interviews with teachers, and a workshop with teachers and industry stakeholders. Results indicate strong support from both students and staff, with notable improvements in student engagement and perceived relevance of learning. However, challenges related to logistical constraints, teacher adaptation, and balancing student autonomy with necessary instructional guidance were also highlighted. These findings provide valuable insights for other vocational schools considering similar pedagogical transformations and informs the further pedagogical development at the vocational school in question. 
“Wir habEn sehr gut gespieLt”: Findes der en mesolekt i wienerisk tysk?
Full text linkArtiklen diskuterer variationsparametrene i de forskellige standarder for talt tysk i Wien (Østrig). Vi argumenterer for tre sociolektale lag: En talt standard, der tilnærmer sig (men stadig er markant forskellig fra) standardtysk og som normalt er forbundet med højere sociale niveauer, en dialektal standard forbundet med lavere sociale niveauer og et mellemniveau, der bruges af alle medlemmer af sprogfællesskabet under forskellige forhold. Talerne bruger kodeskift til at afspejle aspekter af situationen med hensyn til ytringernes talehandlingsfunktioner (informativ eller passioneret), niveauet af formalitet og relationerne til samtalepartnerne. Spor af dette tredelte variationssystem findes i lokale tekster allerede i 1950’erne, og situationen ser ud til at have været stabil siden da.The paper discusses the variational parameters in the different standards of spoken German in Vienna (Austria). We make a case for three sociolectal layers: A spoken standard approximating (but still markedly different from) Standard German usually associated with higher social levels, a dialectal variety associated with lower social levels, and an in-between level used by all members of the speech community under various conditions. The speakers use code-switching to reflect aspects of the situation with respect to speech-act functions of the utterance (informative or passionate), the level of formality, and the relations to the interlocutors. Traces of this tripartite variational system are found in local texts already in the 1950s, and the situation seems to have been stable since then.The paper discusses the variational parameters in the different standards of spoken German in Vienna (Austria). We make a case for three sociolectal layers: A spoken standard approximating (but still markedly different from) Standard German usually associated with higher social levels, a dialectal variety associated with lower social levels, and an in-between level used by all members of the speech community under various conditions. The speakers use code-switching to reflect aspects of the situation with respect to speech-act functions of the utterance (informative or passionate), the level of formality, and the relations to the interlocutors. Traces of this tripartite variational system are found in local texts already in the 1950s, and the situation seems to have been stable since then
Simpson's paradoks: noen eksempler fra trafikksikkerhet og akuttmedisin : Article
Full text linkSimpson’s paradoks ble oppdaget av Edward Simpson i 1951. Det betegner en statistisk samspillseffekt, som er slik at retningen på en sammenheng endres når man slår sammen ulike kategorier på den variabel som skaper samspillet. Simpson illustrerte dette med hypotetiske data om en medisinsk behandling som bedret helsen for kvinner og bedret den for menn, men var skadelig for helsen til mennesker (kvinner og menn slått sammen). Senere er paradokset påvist i en rekke reelle data. I artikkelen gis eksempler på Simpson’s paradoks når det gjelder:1.Risikoforskjell mellom kvinner og menn: ved enhver kjørelengde har kvinner lavere ulykkesrisikosom bilførere enn menn, men når alle kjørelengder slås sammen har kvinner høyere ulykkesrisikoenn menn.2.Risikoforskjell mellom aldersgrupper: eldre bilførere har lavere ulykkesrisiko enn middelaldrendeførere ved en gitt kjørelengde, men når alle kjørelengder slås sammen har eldre bilførere høyereulykkesrisiko enn middeladrende førere.3.Ulykkesrisikoen i horisontalkurver er høyere enn på en rett strekning, men veger med mangehorisontalkurver har lavere samlet ulykkesrisiko enn veger med få horisontalkurver.4.Ulykkesrisikoen i bygater med midtdeler er lavere enn i bygater uten midtdeler når alle gater sesunder ett, men forskjellen i risiko snus i motsatt retning når man studerer gater med ulikparkeringsregulering hver for seg.5.I hver studie der man har sammenlignet biler med forbedret beskyttelse mot nakkeskader vedpåkjørsel bakfra, er risikoen for nakkeskade lavere i biler med forbedret beskyttelse. Nårdatagrunnlaget i alle undersøkelser summeres, blir resultatet det motsatte.6.Ved enhver sannsynlighet for å overleve en skade, unntatt skader der overlevelse er nesten heltsikkert, gir transport til sykehus med helikopter høyere sannsynlighet for overlevelse enn transporttil sykehus med ambulanse på veg. Når resultater for alle nivåer for sannsynlighet for overlevelseslås sammen, gir helikoptertransport lavere sannsynlighet for å overleve enn ambulansetransport.For hvert av disse eksempler, vil det bli vist hvordan man ved statistisk analyse kan oppdage paradokset og unngå å trekke de feilaktige konklusjoner man vil trekke dersom paradokset ikke oppdages. Det drøftes om det finnes tilfeller av paradokset som ikke er oppdaget og der man derfor har feilaktig kunnskap om retningen på en sammenheng