A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.

 Challenge-Based Learning (CBL) emphasizes student-centered approaches that foster critical thinking, problem-solving, teamwork, and engagement through real-world challenges, preparing students for professional engineering careers. However, the motivational processes underpinning these outcomes have not been systematically explored. This scoping review aimed to identify and synthesize the effects of CBL on student motivation in higher engineering education, guided by Arksey and O’Malley’s protocol. The protocol involved defining the research questions, selecting relevant studies, extracting and analyzing data, and collating and reporting findings. This scoping review examined literature from seven scientific engineering education databases published between 2015 and 2024, resulting in a final selection of 18 articles. The review identified several thematic areas—CBL’s effects on students’ intrinsic and extrinsic motivation, the enjoyment and engagement of real-world challenges application, the role of interdisciplinary collaboration and teamworking, the implications of real-world problem-solving for professional identity formation, and the teachers’ role. The review also revealed the predominance of quantitative methodologies, including instruments such as the SRQ-A and MUSIC® model, in evaluating CBL’s impact on motivation, while qualitative approaches, particularly those grounded in Self-Determination Theory, are notably underrepresented. This methodological disparity constrains a comprehensive understanding of students’ learning experiences and the contextual dynamics shaping motivation within CBL frameworks. These findings highlight the critical elements influencing student motivation in CBL contexts and provide insights into effective strategies for its implementation in higher engineering education.

Challenge-based learning (CBL) engages students in complex, real-life challenges, promoting responsibility for their learning. Existing research has identified several factors that contribute to students’ motivation in CBL environments. However, prior studies have focused primarily on cognitive and metacognitive learning functions in active learning environments in higher engineering education. Further, affective/motivational functions regulate behaviors and emotions that arise during learning and stimulate affective responses that may positively, negatively or neutrally influence students’ learning process, performance, and well-being. Thus, using Self-Determination Theory (SDT), this qualitative study examines engineering students’ motivation in CBL environments. Twelve Master’s level students from a research-intensive university in Sweden took part in semi-structured interviews discussing their experiences during different CBL courses studies. Analysis combined inductive and deductive approaches, identifying affective/motivational functions emerging from the interviews and analysing them based on SDT concepts. The qualitative thematic analysis identified motivations that emerged such as innovation, entrepreneurship, designing learning, practical experience, real-world problem-solving, and societal contribution through sustainability, grounded by the Self-determination continuum. SDT’s nutritient concepts of autonomy, competence, and relatedness were satisfied through structured tasks, mastery, learning, feedback, and positive social relationships. However, problematic areas such as a lack of rationale in tasks, absence of project choice, insecurity about professional rights, lack of feedback, limited growth opportunities, and negative social relationships frustrated students’ psychological needs. The study suggests practical applications to support motivational needs in higher engineering education, including regulating emotions during learning.

While the demand for employment in engineering is growing, most Nordic countries are struggling to attract enough adolescents to study Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified outreach activities as an essential tool for sharing information about STEM education, but their effectiveness in motivating adolescents to apply for engineering education is difficult to measure. To counteract the decline in recruits, universities are looking for ways to improve the effectiveness of their STEM outreach activities. This study examines how different university-led STEM outreach activities are designed to support adolescents’ interest development in STEM subjects. The data is based on semi-structured interviews with the organisers of 10 Nordic outreach activities, ranging from one-day events to nationwide umbrella organisations involving universities. The resulting 100 descriptions of supporting interest development in STEM subjects are analysed using content analysis. The findings identify common practices for supporting interest development in STEM subjects by supporting relatedness, strengthening competence, promoting autonomy, raising awareness, and building knowledge in STEM. The present study reveals the significance of applying both affective-emotional and cognitive-rational practices to create engaging outreach experiences that motivate participants to study engineering.