Abstract
Globally, universities are reinventing STEM
education where traditional classroom methods are
substituted or supplemented with practical learning methods
such as problem-based learning and project-based learning.
Another method, not often employed in STEM, is learning
through reflection. This paper presents a case study where a
group of engineering students participated in an international
competition, the Shell Eco-Marathon, and partook in
reflective learning before and after the event. The results
indicate that students who learn through reflection value the
inclusion of project-based learning in their curricula, which
emphasizes the importance of this study for the future of
engineering education.