معرفی
Anders Melbye Boelt is an Assistant Professor at the Department of Culture and Learning, Aalborg University, within the Faculty of Social Sciences and Humanities. He is affiliated with the Share-PBL Institute for Advanced Study in PBL and the Xlab: Design, Learning and Innovation. His primary research focuses on Problem-Based Learning (PBL) pedagogy, engineering education curriculum design, and the integration of generative AI in higher education. He has been a Principal Investigator (PI) on multiple research projects including 'Generative AI in higher education: problems, practices and perspectives' (2024) and 'Researching PBL competences by exploring students' experience of their practice' (2019–2022).
Boelt holds a PhD in Engineering Education, documented in his 2023 thesis titled Engineering students' development of PBL competences in a PBL curriculum. His research interests include curriculum ecology, student teamwork dynamics, and the future trajectories of PBL frameworks. He actively contributes to academic discourse through peer-reviewed journals and conferences, with a focus on qualitative methodologies like thematic analysis and content analysis.
His recent work explores the intersection of generative AI and collaborative learning, as seen in the 2025 article discussing ChatGPT's role in knowledge construction. He also engages in curriculum design innovation, having presented on flipped semester structures and integrated baseline studies in 2021. Boelt's projects often involve multidisciplinary collaborations, as evidenced by his participation in the 'PBL Future' initiative exploring normative scenario development for higher education transformation.
Key contributions include analyzing student perceptions of generic competences, evaluating teamwork experiences in engineering PBL contexts, and comparing curricula of PBL-focused engineering programs. His work emphasizes the alignment between pedagogical frameworks and institutional outcomes, with a particular interest in fostering student agency and reflection in learning processes.
