This study explores first-year university students’ perceptions of psychological safety, team creativity, and academic well-being in problem-based learning (PBL) teams at Aalborg University, where PBL is systematically implemented. These constructs are vital for fostering effective collaboration and positive academic outcomes, yet their interrelations in educational contexts remain underexplored. A survey was administered to 893 students across STEM and Health programs, using validated instruments for psychological safety, team creativity, and academic well-being. Results indicate moderate to strong correlations among the three constructs, underscoring the interplay and connection between psychological safety, team creativity and academic well-being in team settings. Gender and program-based differences were examined, revealing small but significant distinctions, such as higher team creativity scores among STEM students and greater psychological safety reported by male students. These findings highlight the importance of fostering trust and inclusivity within PBL teams, particularly for students transitioning to university-level education. This study contributes to understanding the interplay between psychological safety, creativity, and academic well-being in collaborative learning environments and highlights the need for further research to explore both the development and distribution of these critical concepts, especially during students’ transition to higher education.

Erfaringsbaserede kollaborative læringsformer (ECL) som udtrykt i problembaseret læring, refleksiv praksislæring, case-baseret læring og hacker-pædagogik bidrager til udvikling af kompetencer, som er centrale for udvikling af praksis og erhverv. En stor del af undervisningen på de videregående uddannelser og efter-videreuddannelser er i de seneste år, og især under Covid19, omlagt til digitale forløb eller delvist digitale, blendede og hybride former. Der mangler dog viden om, hvad denne omlægning betyder for mere erfaringsbaserede og kollaborative læringsforløb og hvilke dilemmaer, der kan opstå i forsøget på at oversætte og transformere denne type af læring til digitale forløb på læringsplatforme. Derfor undersøger og konceptualiserer denne artikel, hvad der karakteriserer ECL forløb og hvilke dilemmaer, der opstår, når ECL transformeres til digitale undervisningsformater, på baggrund af forsknings- og udviklingsprojektet ‘Unified platform For Learning and Development’ (UnFoLD). På baggrund af en analyse af projektets ecosystemer beskrives hvilke dilemmaer en transformation af ECL til digitale platformsløsninger skaber. På den baggrund gives et bud på tre dilemmaer, henholdsvis dilemmaet mellem design af lærerprocesser og ikke kun system, envisioning som metodik til at forstå og arbejde med systemets hierarki og automatiseret kvalitative feedback. Der redegøres for hvorledes disse dilemmaer kan imødegås gennem envisioning og en fokuseret designproces.

The Bell Program at Iron Range Engineering is an ABET accredited upper division engineering transfer program for students coming from a United States community college or equivalent education experience at a university seeking a Bachelor of Science in Engineering degree. This program model allows students to graduate with 2.5 years of engineering experience. The first half-year is

This 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.