Project-Based Learning for Resilient Engineering Education: Insights from Two Online Cohorts in Mechanics of Materials under Crisis Conditions

This study examined the implementation of project-based learning (PjBL) in the second-year Mechanics of Materials courses at the University of Khartoum, delivered to two online cohorts during national crises: the COVID-19 pandemic (2019–2020), and the ongoing armed conflict (2022–2023). Both cohorts completed applied design miniprojects involving geometry definition, load estimation, element sizing, and sketching, conducted entirely through text-based asynchronous supervision. Three surveys were administered: a retrospective evaluation of the COVID-19 cohort ( n = 123 ), a post-course survey for the War-23 cohort ( n = 50 ), and feedback from 16 supervisors. Findings indicate that PjBL improved conceptual understanding, teamwork, and confidence in applying mechanics principles to design tasks. Supervisors reported notable gains in mentoring and instructional skills. Institutional data indicated over a 20% increase in exam averages and pass rates compared with pre-PjBL cohorts, and sustained academic improvements were observed in subsequent structural analysis and design modules. These results affirm PjBL’s effectiveness as a low-cost, mentor-supported strategy for preserving learning quality and promoting educational resilience in engineering education under crisis conditions.