Engineering educators’ readiness for change in adopting PBL through participating in an international faculty professional development programme: experiences from India

This study explores how engineering educators perceived their readiness for change in adopting Project-/Problem Based Learning (PBL) through participating in an international faculty professional development programme involving 40 educators from Indian universities. Using Q methodology, four distinct collective viewpoints emerged: 1) PBL enhances student learning and employability; 2) PBL offers personal benefits for both students and educators; 3) PBL strengthens teaching competence with institutional support; and 4) PBL improves student learning with leadership support. Participants reported diverse perceptions of change readiness, valuing student benefits, personal growth, or institutional support to varying degrees according to their institutional contexts and personal priorities. These findings highlight the importance of systemic strategies and supportive institutional culture in addressing the various needs of educators and fostering their readiness to implement PBL effectively.