Team-based learning to improve diversity and inclusion of environmental engineering students: a mixed methods case study

In engineering education, numerous ranges of diversity are needed. With the growing number of international students, it is essential to enhance the inclusion in higher education. Team-based learning (TBL) has been applied in engineering education to boost diversity and inclusion. This study applied a mixed methods approach, a combination of quantitative (questionnaire) and qualitative (interview) methods, to research the effect of TBL on the diversity and inclusion of Chinese students and British students in the Environmental Engineering programme at one UK university. Nearly 70% of Chinese students considered their learning experiences with British students to be positive or very positive. Approximately 64% of students believed that they learned most when they were “discussing and preparing group seminar work/presentation together in library/classroom/other places”. “Enjoying a different culture” and “Learning from others with different educational backgrounds” are two primary reasons for Chinese students liking learning with British teammates. The interviews indicated substantial beneficial effects of TBL on enhancing diversity and inclusion in engineering education. Many students welcome the difference and consider it an opportunity to comprehend the foreign culture. The research results shed light on that embracing diversity and producing an inclusive setting have favourable effects on the academic and social development of engineering students. The COVID-19 pandemic exacerbated racism in some areas. Due to international travel restrictions, most international students have to study online. Further studies are required to understand the new challenges brought about by the pandemic