Project-Based and Active Learning in Lean Education
DOI:
https://doi.org/10.65150/EP-jmrr/V2E3/2026-03Keywords:
Active learning, Lean education, Project-based learning, Student-centered learningAbstract
This study investigates the impact of project based and active learning approaches in Lean education across courses. Motivated by the limitations of traditional lecture based instruction—particularly in developing students’ practical skills, critical thinking, and ability to transfer Lean concepts to real world contexts—the redesigned curriculum integrates hands on, industry based projects using tools such as value stream mapping (VSM), SMED, process data collection, and standardized work. An exploratory assessment was conducted through course evaluation surveys administered between 2023 and 2025, comparing student responses before and after the implementation of project based learning. Results from undergraduate and graduate students show substantial improvements in teamwork, creativity, critical thinking, problem solving initiative, project management, and depth of conceptual understanding. Students in the project based courses reported markedly higher positive responses, particularly in critical thinking and effective use of team strengths. However, findings also indicate the need for instructors to provide clearer learning goals and additional resources to support independent learning. Overall, the study demonstrates that project based and active learning significantly enhance student engagement, motivation, and Lean competency development. Future work will expand project customization for multidisciplinary cohorts and extend these pedagogical strategies to additional engineering and management courses.
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Copyright (c) 2026 Jason Liu, Eli Aba, Calvin Chen (Author)
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