Engaging university students in multidisciplinary, project-based learning through the Southeast Asia mobility (SAM) program

• Main Authors: Yuli Rahmawati, Yuli Rahmawati, Achmad Ridwan, Achmad Ridwan, Fitri, Susi, Maria Paristiowati, Maria Paristiowati, Che Harun, Fauzan Khairi, Jutarosaga, Tula, Pramita Cucu Mawarni, Pramita Cucu Mawarni
• Format: Conference or Workshop Item
• Language: English
• Published: 2021
• Subjects: TK Electrical engineering. Electronics Nuclear engineering
• Online Access: http://eprints.utm.my/id/eprint/98012/1/FauzanKhairi2021_EngagingUniversityStudentsinMultidisciplinaryProject.pdf; http://eprints.utm.my/id/eprint/98012/; http://dx.doi.org/10.1063/5.0041913

The purpose of this study was to engage university students from Malaysia, Thailand, and Indonesia in the Southeast Asia Mobility (SAM) program which aims to develop 21st century skills through multidisciplinary, project-based learning. The program was designed using different phases: design thinking was conducted in Malaysia, the implementation of prototype was conducted in Thailand, and the development of business model canvas was conducted in Indonesia. The research used a qualitative methodology with a 21st century skills' instrument as precoding followed by interviews, observations, reflective journals, and peer assessment. The program involved 46 students from three universities in three different countries. The data were analysed through initial coding of the 21st century skills and merged with coding from other data sources. Participants started by exploring the problems occurring in the university's cafeteria. Then, they developed the project using the Internet of Things (IoT) sensors, transducers, simple sensors, and applications. The results indicate that students were stimulated to develop their 21st century skills in critical thinking (4.17), collaboration (4.36), communication (4.18), creative and innovation (4.23), self-direction (4.16), making global connections (4.32), making local connections (4.28), and technology skills (4.35). The students developed critical and problem-solving skills through multicultural communication skills. In addition, they developed ICT skills by engaging in a multidisciplinary project. The students learned to collaborate, develop empathetic communication skills, and cultural awareness. The multicultural environment of Indonesia, Thailand, and Malaysia gave motivation to the students to learn about cultural awareness, prepare their competency to face global challenges, and to apply their knowledge with students from different cultural backgrounds.