The aim of TRAINengPDP was to engage and support students in their personal development process. The project had three objectives: 1. Engage and motivate engineering students in their personal development process. 2. Motivate and train lecturers to engage in the students' personal development process. 3. Increase awareness about the competencies for Lifelong Learning (LLL) needed in engineering education and practice. The first objective focused on motivating students to develop competencies needed for LLL in engineering practice, building a foundation for a LLL attitude. This involved defining and integrating the following steps: identifying, preparing, acting, and monitoring, creating a dynamic personal development process. The second objective aimed to motivate and train lecturers to support students' personal development. This required understanding lecturers' perspectives and needs, contributing to their professional development and confidence in teaching LLL skills. The third objective sought to increase awareness among students and lecturers about LLL competencies in engineering. The project aimed to create a holistic view of competencies, breaking stereotypes and potentially increasing STEM education's attractiveness.
The “TRAINeng-PDP | Training engineers for lifelong learning through a personal development process” project aimed to prepare students for continuous learning in their careers by supporting their personal development. Recognising the need for engineers to update their skills due to evolving technology and labour market demands, the project emphasized Lifelong Learning (LLL) and a Personal Development Process (PDP) for engineering students. Higher education institutions acknowledged their role in addressing these gaps. We addressed two needs to facilitate this transition, targeting two main stakeholders: students and lecturers. (1) Industry reports difficulties in finding engineers with the right skills, highlighting the importance of LLL skills. Tools like portfolios can help students engage in their personal development, fostering a LLL attitude and better competency insights. (2) Lecturers, though aware of LLL's importance, often don't prioritise it or feel unprepared to support it. A mindset shift among lecturers is needed, as they are key in supporting students' PDP and preparing them for LLL.