Anticipation of the Impact of Academic Group-Based Projects in University Students' Desired Futures: A Small Case Under Study
DOI:
https://doi.org/10.23726/cij.2024.1564Keywords:
Anticipation of Impact, Desired futures, Perceived self-efficacy, Higher education, Challenge-based learning, CareerAbstract
This study explores how higher education students perceive their self-efficacy in choosing pleasurable, meaningful and impactful academic group-based projects and in anticipating their professional future, using The Impact Plan, a tool for scenario creation and impact anticipation across five contexts: Learning, Career, Economic, Environmental, and Social. The research employed a qualitative, exploratory approach. Data was collected through a questionnaire administered twice over a four-month period, supplemented by a focus group. Students generally reported high levels of perceived self-efficacy across teamwork, project confidence, and impact anticipation. However, perceived self-efficacy decreased in areas related to personal development and future career anticipation on the second surveyed moment. The research highlights the need for more structured support in personal and career anticipation within CBL contexts, suggesting that integrating anticipation exercises more thoroughly into the curriculum could better prepare students for their uncertain future.
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