Advancing Metacognitive Competencies in Engineering Education: A Scaffolding Project-Based Learning (SFPjBL) Approach

Engineering education is undergoing a paradigm shift in response to Industry 5.0, emphasizing the need for higher-order cognitive competencies beyond mere technical skills. This study investigates the effectiveness of Scaffolding Project-Based Learning (SPjBL), an instructional approach integrating Phased Guidance (PG), Timely Feedback (TF), and Reflective Activities (RA), in enhancing engineering students’ metacognitive regulation—particularly in planning, monitoring, and evaluation. Utilizing a mixed-methods design, this research involved firstyear electrical engineering students at a Malaysian university participating in a 12-week “Mini Home Getaway Electrical Design” project. Quantitative results from the Metacognitive Awareness Inventory (MAI) indicated significant improvements in information management (p < 0.000), evaluation skills (p < 0.015), and procedural knowledge (p < 0.049). Qualitative analysis of 132 reflective entries showed predominantly positive, objective responses highlighting effective knowledge and task management, though students exhibited limited reflective depth in evaluation-related aspects. Among scaffolding strategies, Timely Feedback was particularly effective in supporting real-time monitoring and self-adjustments, while Phased Guidance facilitated early project planning but showed decreased utility in later stages. Reflective Activities demonstrated potential yet required optimization to enhance deeper evaluative reflection. The findings underscore the practical significance of scaffolding interventions in fostering self-regulated learning within engineering education contexts. Future research is recommended to refine reflective activities, possibly extending the intervention duration, to further validate and enhance the long-term efficacy of the SPjBL model for diverse educational environments.