Interdisciplinary education learns students to solve problems drawing on multiple disciplines, within and outside their domain. It is about processes that integrate information, data techniques, tools, perspectives, concepts and theories from two or more disciplines. Interdisciplinary learning is a central characteristics of contemporary and design-based education.

Flexible and personal learning paths of learners, blended or online solutions for teaching and learning, especially for engineering-specific activities such as lab education, excursions, collaboration in augmented or virtual reality, post Covid-19 hybrid education.

Lecturers are faced with an increasingly diversity in prior knowledge, level of education, culture, ethnicity, learning style, and motives (intrinsic, societal, economic or career). This requires knowledge and skills from staff and students to enable diverse students to gain excellent results and obtain a solid background in scientific subjects in addition to the capability to perform well in diverse and intercultural teams.

Diversification of career pathways strategy (VSNU, KNAW, NWO, 4TU): Work with international partners; establishing career development paths of teachers, establishing indicators of engineering teaching quality, forming teaching academies and investigating teacher learning during educational innovations that are either bottom-up or top-down; new roles of teachers as coaches and designers of blended learning.

Ethical and sustainable behaviour competences and mind-set, boundary crossing; awareness raising for ethics and sustainability; motivating engineers for dealing with moral or ethical issues and questions; addressing engineering and technology-specific topics with moral questions such as social media, AI, robotics, etc.; collaboration with 4TU.Ethics.

Entrepreneurial context of engineering; entrepreneurial mindset/attitude and entrepreneurial or innovation skills, such as creativity, opportunity seeking, creating value, risk-taking, leadership and self)management skills; entrepreneurial skills embedding, teaching and assessment.

New forms of challenge-based learning (CBL) or challenge based education; Hubs, living labs, innovation spaces or more course based forms of learning via challenges; linking extracurricular activities to the curriculum; identification and variation in forms of CBL, its characteristics, typical learning activities, processes and outcomes/effects, including assessment; inter-and transdisciplinary education, boundary-crossing, the (potential) role of the university in supporting these activities, and the relation of the university with society.

Digitally literate engineers: Digital literacy and information skills, using digital tools to design or test solutions, and digital collaboration; Industry 4.0, data security; the future role of computer science and mathematics; relevance of data security and privacy.

Learning Analytics studies the role and impact of measurement, collection, analysis and reporting of data on teaching and learning.  

Sustainability in engineering education, projects on the balance between innovation, economic growth and its ecological and social impacts.