Students’ self-evaluation of learning outcomes in control engineering courses of the post-Bologna reform at the University of Ljubljana

The paper analyses the students’ self-evaluation of learning outcomes for the Control Engineering (academic level program) and Fundamentals of Control Engineering (professional level program) courses at the University of Ljubljana, Faculty of Electrical Engineering, after the implementation of the Bologna reform. The students predicted their written exam and colloquium results before and after each assessment, rounded to 10 percentage points. The data for the 2011/2012 to 2024/2025 study period reveal the presence of the Dunning-Kruger effect with the lower-performing students overestimating and the highperforming students underestimating their results. The study compares three periods: the early post-Bologna (2011/2012– 2014/2015), pre-pandemic (2015/2016–2018/2019), and post-pandemic (2019/2020–2024/2025) period. The self-evaluation accuracy improved over time, particularly in the post-pandemic period, despite fewer self-evaluation instances due to the increased project-based assessments. The academic program students outperformed the professional program students in the achieved results, likely due to their stronger mathematical skills, and demonstrated more accurate self-evaluations, possibly due to their broader educational background. The findings highlight the self-evaluation role in enhancing learning outcomes and provide guidance for improving the engineering education.