Experiential learning in engineering design, manufacturing and sustainability through Polyethylene Terephthalate (PET) - to - filament innovation

Learning by doing is an experience in which knowledge is created through direct experience. A final-year project is a platform through which students can demonstrate the skills and knowledge acquired during the degree program by solving real-life or research problems. To mould technologically competent, sustainable, and socially responsible engineers, exposure to problem-based and project-based learning experiences is critical. This paper outlines the 360-degree learning approach used to enhance students’ understanding through experiential learning and response to the global concern over plastic waste, particularly Polyethylene Terephthalate (PET) from food packaging. The project objective was to design and develop a low-cost PET filament extruder capable of converting post-consumer PET bottles into usable 3D printing filament for fused deposition modelling (FDM). The project involved the ideation of potential solutions, the application of engineering design and manufacturing process principles, the optimisation of extruder performance parameters, and the evaluation of the quality of the extruded filament. Completion of this project facilitated the student with essential soft skills beyond technical knowledge. Through the experience, skills in (a) leadership, (b) resilience, (c) innovation, (d) creativity, (e) solution-oriented, (f) independent learning, (g) professional and (h) ethics were developed. It was found that, across over 280 hours of allocated project time, the most frequently acquired skills were creativity, innovation, and solution orientation. The strongest Programme Outcomes (POs) according to the Engineering Accreditation Council (EAC) standard were design/development of solutions (PO3) and life-long learning (PO12). The outcomes demonstrate that experiential learning effectively nurtures competence, creating all-around, future-ready engineers.