Research Information System
Asean Journal of Engineering Education, vol.9, no.1, pp.11-21, 2025 (Peer-Reviewed Journal)
This study addresses the
pedagogical challenge of balancing design freedom and instructional structure
in architectural engineering education through the strategic use of boundary
conditions. In typical Problem-Based Learning (PBL) settings, students often
face unclear task scopes or overly rigid design constraints, which can hinder
creativity or reduce engagement. To overcome this, the study proposes a
structured PBL model that incorporates adjustable boundary conditions to guide,
rather than limit, student learning. Drawing from both structural engineering
principles and educational theory, the model uses written and visual design
guides to define parameters within which students work. Three types of PBL
projects—task, discipline, and problem—are discussed as scalable formats
offering varying degrees of design flexibility. In practice, task-based
projects were primarily implemented, with discipline projects explored to test
adaptability. Hands-on scaled modeling activities enabled students to
experiment with different building technologies and evaluate material behavior,
strengthening their understanding of real-world construction constraints.
Findings suggest that controlled flexibility not only supports technical
learning but also enhances motivation and critical thinking. This
boundary-based framework allows instructors to recalibrate project complexity
according to course goals. Future research may examine how digital platforms
such as BIM can expand the adaptability and interdisciplinary potential of this
model in broader curricular settings.