Findings The students thoroughly enjoyed participating in the project and were grateful for the opportunity to participate. It was observed that students can complete a task without being constantly monitored as long as they are interested. The students expressed appreciation for the opportunity to work with an experienced mechanic. During the third and fourth iterations of this project, three disciplines were made to work together: Mechanical Engineering, Industrial Engineering, and Quality and Operations Management. The Industrial Engineering students noticed that there was an issue with the ergonomics of the project. They found that the workbenches were a bit too high, and they had to either stretch uncomfortably or climb on the table and bend over too low to reach the top of the engine. The Quality and Operations Management students conducted a time study to determine the amount of time taken to strip and assemble the engine during the project. This allowed them to apply their minds in finding an optimal way to complete the task quicker while still doing it correctly. Conclusion This project is evidence that students can understand internal combustion engine concepts better when they are touching and experiencing them in real life. Using PBL and informal learning practices can be the way in which universities teach both technical and soft skills to ensure that graduates are given all the necessary tools/skills to succeed in a 21st-century workplace. Students work with enthusiasm if they are involved. Even though internal combustion engines are scientific, engineering devices, industrial, quality and operations, students can participate, and informal learning takes place. Through this project, youth from Tembisa and Soweto are taking part in the strip and assemble, motivating them to participate in the economy. References Almulla, M. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Sage, 1-15. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporrting the learning. Educational Psychologist, 26(3-4), 369-398. Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry Based Learning Models, Infirmation Literacy, and Student Engagement: A Literature Review. School Libraries Worldwide, 22(2), 23-39. Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-firstcentury learning practices (PREP 21): A framework for enhancing collaborative problem-solving and strategic learnign skills. Teacher and Teaching, 23(1), 25-41. Leggett, G., & Harrington, I. (2021). The impact of Project Based Learning (PBL) on students from low socio-economic statuses: a review. International Journal of Inclusive Education, 25(11), 1270-1286. Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. Vogler, J., Thompson, P., Davis, D., Mayfield, B., Finley, P., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experiance with interdisciplinary teamwork. Instr Sci, 46, 457-488. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 28
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