Factors Impacting Faculty Adoption of Project-Based Learning in Computing Education: a Survey

2025-07-23

AI Summary

This study investigates the inconsistent adoption of Project-Based Learning (PjBL) in software engineering and computer science courses by computing educators. Using a mixed-methods design—integrating a large-scale survey with in-depth thematic analysis—we identify key enablers and barriers. Results indicate that insufficient institutional support, high project design complexity, and curricular time constraints constitute primary barriers; conversely, industry–academia collaboration, structured resource sharing, cross-faculty coordination mechanisms, and targeted professional development significantly enhance sustained PjBL adoption. Our key contribution lies in uncovering the dynamic interplay among *support systems*, *teacher agency*, and *instructional practice*, thereby proposing a systemic scaffolding approach—replacing ad hoc incentives—with empirically grounded, actionable guidelines for scaling PjBL in computing education.

Technology Category

• Application Domains: Software Engineering
• Constraint Satisfaction and Optimization: Distributed CSP/Optimization
• Machine Learning: Causal Learning

Application Category

• Economics, Online Markets and Human Computation: Incentives in network design for Web infrastructures and ecosystems
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Responsible Web: Social and technical mechanisms of refusal for web technologies and applications

Abstract

This research full paper investigates the factors influencing computing educators' adoption of project-based learning (PjBL) in software engineering and computing curricula. Recognized as a student-centered pedagogical approach, PjBL has the potential to enhance student motivation, engagement, critical thinking, collaboration, and problem-solving skills. Despite these benefits, faculty adoption remains inconsistent due to challenges such as insufficient institutional support, time constraints, limited training opportunities, designing or sourcing projects, and aligning them with course objectives. This research explores these barriers and investigates the strategies and resources that facilitate a successful adoption. Using a mixed-methods approach, data from 80 computing faculty were collected through an online survey comprising closed-ended questions to quantify barriers, enablers, and resource needs, along with an open-ended question to gather qualitative insights. Quantitative data were analyzed using statistical methods, while qualitative responses underwent thematic analysis. Results reveal that while PjBL is widely valued, its adoption is often selective and impacted by challenges in planning and managing the learning process, designing suitable projects, and a lack of institutional support, such as time, funding, and teaching assistants. Faculty are more likely to adopt or sustain PjBL when they have access to peer collaboration, professional development, and institutional incentives. In addition, sourcing projects from research, industry partnerships, and borrowing from peers emerged as key facilitators for new projects. These findings underscore the need for systemic support structures to empower faculty to experiment with and scale PjBL practices.

Problem

• Identify barriers to faculty adoption of project-based learning in computing education
• Explore strategies and resources for successful PjBL implementation
• Assess impact of institutional support on PjBL adoption sustainability

Innovation

• Mixed-methods approach for faculty survey
• Statistical and thematic analysis techniques
• Peer collaboration and institutional incentives