Framing project-based education at ETH Zurich

Universities today walk a complex line between delivering education that is more than just professional training, whilst ensuring that graduates are equipped adequately to navigate post- study employment. One approach to this challenge is to focus on competencies as a way to frame and capture learning that goes beyond classic subject-specific knowledge. This paper explores the potential of project-based education (PBE) as a pedagogic approach relevant for institutions interested in fostering transferable competencies, using the example of ETH Zurich. After introducing the history of PBE, this paper proposes a definition of PBE for ETH Zurich. It discusses the operationalisation of the definition, using guiding questions and sharing examples of PBE that already take place at ETH Zurich. Finally, the paper concludes with a set of implications of PBE for ETH Zurich and more broadly for higher education institutions.