Lynn Van den Broeck

Lynn Van den Broeck
Postdoctoral researcher pBA@IIW
Research Team Study Guidance Unit
Willem de Croylaan 56 - box 2203
3001 Leuven
Belgium

tel: +32 16 32 21 83
contact
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  • journal-article
    Tuyaerts, Shan;De Laet, Tinne;van den Broeck, Lynn;Langie, Greet; 2025. Lifelong learning competencies for engineers: a delphi study with an industry panel. European Journal of Engineering Education; 2025
    LIRIAS4236178
    description

    Publisher: Taylor & Francis
    Published online
  • journal-article
    Van den Broeck, Lynn;Dujardin, Rani;Craps, Sofie;Beagon, Una;Byrne, Aimee;DePaor, Caitriona;Naukkarinen, Johanna; 2024. Supporting educators to stimulate engineering students’ lifelong learning competencies & personal development process. SEFI Journal of Engineering Education Advancement; 2024; Vol. 1; iss. 1; pp. 122 - 131
    LIRIAS4207890
    description
    This paper explores the possibilities to develop students’ lifelong learning (LLL) competencies via supporting their personal development process (PDP) in engineering education. Despite the recognized importance of LLL, its embedment in learning outcomes remains limited. A survey revealed that both engineering students and educators value LLL competencies, but perceive them to be taught and evaluated only to a limited extent. This paper introduces a PDP model to support educators in fostering students’ LLL competencies. The model, developed through literature review and educators’ input, includes (1) a matrix with various interventions, such as e-portfolios, reflective writing, and student-centred teaching, categorised by different criteria, such as educator and student investment, and (2) a PDP flowchart that aids educators in selecting suitable interventions according to their goals and context. The paper concludes with recommendations for educators to integrate LLL competencies into their teaching practices, emphasising the need for time, tools, and support to effectively implement these interventions.
    Publisher: SEFI
    Published online
  • conference
    Dujardin, Rani;Van den Broeck, Lynn;Craps, Sofie;Beagon, Una;Depaor, Caitriona;Byrne, Aimee;Naukkarinen, Johanna; 2024. From Theory to Practice: The Personal Development Process in an E-portfolio to Prepare for Lifelong Learning. Proceedings of the 52nd Annual Conference of SEFI; 2024 Publisher: European Society for Engineering Education (SEFI)
    LIRIAS4202718
    description
    ortfolios offer numerous advantages in engineering education, including the possibility for students to construct their own learning journey. By engaging in this individual learning journey, students acquire the competencies which are essential for lifelong learning (LLL). This study outlines the implementation of an e-portfolio based on the personal development process to support engineering students in the development of these LLL competencies. Using a pre-post design, the effectiveness of this e-portfolio is measured using a LLL attitude questionnaire in the first and second bachelor. Findings reveal a nuanced progression in LLL attitude, warranting further research. Next steps for research and practice are discussed.

    Published online
  • conference
    Van den Broeck, Lynn;Dujardin, Rani;Craps, Sofie;Beagon, Una;de Paor, Caitriona;Byrne, Aimee;Naukkarinen, Johanna; 2024. Triggering students’ lifelong learning competencies through a personal development process – case studies from Belgium, Ireland & Finland. Proceedings of the 52nd Annual Conference of SEFI; 2024 Publisher: European Society for Engineering Education (SEFI)
    LIRIAS4202719
    description
    The workplace demands continuous learning to keep up with technological advancements and evolving labourmarket requirements, emphasizing the importance of lifelong learning (LLL) competencies for engineers. Preparing engineering students for their future career and for LLL is the responsibility of the engineering programmes. To support this, the TRAINengPDP project developed pilot interventions focusing on LLL while using a cyclical personal development process (PDP) based on literature reviews, a perception survey, and an analysis of learning outcomes in engineering programmes. Three diverse interventions were implemented, namely an e-portfolio, a self & peer assessment, and digital storytelling, with each intervention strategically emphasizing different LLL competencies and PDP steps. Student experiences were collected after the pilots using quantitative and qualitative feedback measures. While the e-portfolio fostered pragmatic quality, students desired less time-intensive reflection tasks. Peer & self-assessment interventions prompted behaviouralchanges and enhanced awareness. Digital storytelling interventions heightened awareness, understanding, and agency among participants. Finally, students' definitions of LLL post-intervention highlighted aspects of lifelong learning, including motivation. Challenges and adaptations for each intervention were identified, underscoring the importance of contextual understanding in implementation. Overall, the interventions showed promise in cultivating LLL competencies, with implications for engineering education's longitudinal integration of LLL and PDP across curricula.

    Published online
  • conference
    Van den Broeck, Lynn;Dujardin, Rani;Craps, Sofie;Beagon, Una;Depaor, Caitriona;Byrne, Aimee;Naukkarinen, Johanna; 2024. Lifelong Learning as an Engineering Educator: A Hands-on Co-creation Exercise to Enhance Engineering Students' Lifelong Learning Competencies. Proceedings of the 52nd Annual Conference of SEFI; 2024 Publisher: European Society for Engineering Education (SEFI)
    LIRIAS4202720
    description
    Teaching staff in engineering education often recognize the importance of Lifelong Learning (LLL) competencies but may feel ill-prepared to support students in developing these essential competencies. The TRAINengPDP project,an Erasmus+ initiative, addresses this challenge by focusing on preparing students for LLLthrough a Personal Development Process (PDP). This final workshop of the project aims to facilitate the co-creation of practical intervention designs. Drawing from a survey capturing perceptions of LLL competencies within engineering practice, alongside ascoping review of successful interventions in higher education, the workshop provides a comprehensive toolkit. This toolkit includes a training scheme for lecturers and the ENG-IST tool, designed to assist educators in selecting and implementing appropriate interventions, which can betailored to their specific context. Participants engage in activities aimed at assessing the applicability of PDP interventions, designing interventions to develop specific LLL outcomes, and proposing assessments to evaluate achievement of these outcomes. Through active participation in the workshop, engineering educators can bridge the gap between recognizing the importance of LLL competencies and effectively integrating them into their teaching practice. By co-creating practical intervention designs, educators not only enhance their capacity to foster LLL competencies in students but also strengthen their own proficiency in lifelong learning practices. This workshop offers a valuable opportunity for engineering educators to acquire the tools and strategies needed to cultivate resilient, adaptable learners capable of thriving in a dynamic professional landscape.During the workshop 5 intervention designs were co-created.

    Published online
  • journal-article
    van den Broeck, L;Beagon, U;Craps, S;Coppens, K;Hanssens, J;Langie, G; 2024. Learn to learn for life - how can faculty staff support the development of students' lifelong learning competencies? A systematic literature review. European Journal of Engineering Education; 2024; Vol. 49; iss. 6; pp. 1488 - 1508
    LIRIAS4199461
    description

    Publisher: Taylor & Francis
    Published
  • journal-article
    Van den Broeck, Lynn;De Laet, Tinne;Dujardin, Rani;Tuyaerts, Shandris;Langie, Greet; 2024. Unveiling the competencies at the core of lifelong learning: A systematic literature review. Educational Research Review; 2024; Vol. 45
    LIRIAS4202717
    description
    In today's dynamic job market, lifelong learning (LLL) is essential due to technological advancements and evolving requirements. Since it is the responsibility of higher education to prepare students for LLL, it is imperative for higher education not only to acknowledge the significance of LLL but also to delve deeper into the core competencies that underpin LLL. This systematic literature review aims to construct a comprehensive LLL competency framework. The primary focus is to unveil which core competencies are vital for lifelong learners. Following prisma 2020 guidelines, a search in Scopus yielded 65 relevant paper across various disciplines. Data extraction resulted in 10 existing LLL frameworks and a total of 254 LLL competencies. Categorization and discussions led to six LLL competency categories: (1) Information Literacy, (2) Self-Regulation & Self-Direction, (3) Autonomous Motivation, (4) Learning Beliefs & Strategies, (5) Initiative & Perseverance, and (6) Adaptability & Resilience. A comparison with existing LLL frameworks highlighted gaps, since no framework covered all six categories and often only included sub aspects of a specific LLL competency category. The new comprehensive LLL framework combines insights and provides definitions for each LLL competency category. The framework provides a generic and discipline overarching view, while still providing room for domain and discipline specific adaptations if required.
    Publisher: Elsevier Ltd.
    Published online
  • journal-article
    Coppens, Kurt;van den Broeck, Lynn;Winstone, Naomi;Langie, Greet; 2024. A mixed method approach to exploring feedback literacy through student self-reflection. Assessment & Evaluation In Higher Education; 2024
    LIRIAS4169275
    description

    Publisher: Taylor & Francis (Routledge)
    Published online
  • presentation
    Coppens, Kurt;Van den Broeck, Lynn;Langie, Greet; 2024. The evolution of feedback orientation: a longitudinal study with engineering students.
    LIRIAS4202878
    description


    Published
  • presentation
    Tuyaerts, Shandris;De Laet, Tinne;Van den Broeck, Lynn;Langie, Greet; 2024. Lifelong Learning Competencies for Engineers: A Systematic Literature Review.
    LIRIAS4203905
    description


    Published
  • presentation
    Tuyaerts, Shandris;De Laet, Tinne;Van den Broeck, lynn;Langie, greet; 2024. Lifelong Learning Competencies for Engineers: Insights from the Industry.
    LIRIAS4203909
    description


    Published
  • thesis-dissertation
    Coppens, Kurt; 2024. The Entanglement of Feedback Literacy and Reflection: A Longitudinal Study in Engineering Education.
    LIRIAS4154722
    description
    Feedback, a concept that originated in the field of engineering, has evolved to become an essential aspect of learning. While it is regularly considered as information provided by an agent regarding aspects of one's performance or understanding, there is a growing consensus that feedback should transcend the one-way transfer of information from teachers to students. Instead, feedback should be a learning-centered process that encourages students to actively engage with and interpret various forms of information, using it to enhance their future work or learning strategies. During this meaning-making process, students are expected to actively seek feedback, discuss it, process it, make their own quality judgements, and take appropriate action. Consequently, the role of the teacher is shifting from primarily providing feedback to designing learning environments that foster active student engagement in feedback processes. Alongside these evolving views on feedback, the development of student feedback literacy is often highlighted. Feedback literacy refers to a set of skills that students need to develop to maximise their potential in these new learning-centered feedback processes. It involves students' understandings, capacities, and dispositions needed to make sense of information and use it to enhance their work or learning strategies. This doctoral thesis aimed to explore the emerging concept of feedback literacy among engineering students, extending empirical feedback literacy research. A first focus of this doctoral thesis was on the examination of the development of feedback literacy. The thesis was one of the first longitudinal examinations of feedback literacy, tracing its development from the time students enter university throughout their three-year undergraduate programme. Since feedback literacy is a relatively new concept, various methods were used and combined to provide insight into its development. These methods include quantitative measures, such as the Feedback Orientation Scale adapted from the professional field and the exploration of the novel Feedback Literacy Behavioural Scale, and qualitative approaches, such as reflective logs, focus groups and interviews. The combined findings of this doctoral thesis not only support the observation of a positive evolution in students' feedback literacy throughout their undergraduate programme but also provide valuable insights for future research on how feedback literacy can be studied. A second aim of this doctoral thesis was to gain insight into how feedback experiences influence feedback literacy and to understand what students currently perceive as being feedback. These insights led to outlining recommendations for engineering education, aimed at enhancing the current educational practices. More specifically, these recommendations include making feedback processes explicit to students, stimulating the use of peer feedback, and motivating reflection. A third focus of this doctoral thesis was to examine the relation between feedback literacy and self-reflection. While it is often considered that engagement in self-reflection should positively influence the development of student feedback literacy, empirical evidence is largely lacking. The extensive use of reflective logs throughout this doctoral thesis supports a positive influence of engaging in self-reflection, with students showing a higher level of reflection demonstrating more advanced feedback literacy characteristics. In conclusion, this doctoral thesis provides a comprehensive view of feedback literacy and its development, while it made significant contributions to the existing body of research in the field of feedback research and formulated recommendations for education.

    Published
  • conference
    Van den Broeck, Lynn;Dujardin, Rani;Craps, Sofie;Beagon, Una;de Paor, Caitriona;Byrne, Aimee;Naukkarinen, Johanna; 2023. Students' and lecturers' perceptions on the importance, training, and assessment of professional and lifelong learning competencies. 51st Annual Conference of The European Society for Engineering Education; 2023 Publisher: SEFI
    LIRIAS4102981
    description
    Professional competencies and lifelong learning (LLL) are essential components for success in the engineering profession. Whilst engineering education has primarily focused on providing students with the required technical engineering competencies, new visions emphasise the importance of LLL and point towards the need for acquiring the necessary competencies for LLL during their study programme. The importance of professional and LLL competencies is clear, but what are the views of the engineering students and lecturers? In this study, a comparison is made between students’ and lecturers’ perceptions on professional and LLL competencies. The survey focuses on three aspects: (1) how important are the different competencies in engineering practice, (2) to what extent are they taught within the curriculum, and (3) to what extent are they assessed? In addition, lecturers were also asked to declare to what extent they possess the different professional and LLL competencies themselves. When looking at the top five competencies regarding perceived importance, extent of teaching, and extent of assessment, there are great similarities between students and lecturers. However, clear significant differences do emerge when comparing perceived importance, extent of teaching, and extent of assessment. These findings may be of interest to engineering programmes when evaluating, adapting or completely re-inventing the curriculum.

    Published online
  • conference
    Dujardin, Rani;Van den Broeck, Lynn;Craps, Sofie;Beagon, Una;De Paor, Caitriona;Byrne, Aimee;Langie, Greet; 2023. Lifelong Learning as Explicit Part of Engineering Programmes: A Case Study. Proceedings of the 19th International CDIO Conference; 2023; pp. 902 - 912 Publisher: NTNU SEED
    LIRIAS4102595
    description


    Published online
  • conference
    Coppens, Kurt;Van den Broeck, Lynn;Winstone, Naomi;Langie, Greet; 2023. An embedded intervention to support the development of student feedback literacy. 51st Annual Conference of the European Society for Engineering Education (SEFI 2023) - Book of abstracts; 2023 Publisher: Arrow@TU Dublin
    LIRIAS4116101
    description


    Published online
  • conference
    Dujardin, Rani;Van den Broeck, Lynn;Langie, Greet; 2023. Assessing Engineering Students' Preparedness for Lifelong Learning and Self-reflection Competency. 51st Annual Conference of The European Society for Engineering Education; 2023 Publisher: Arrow@TU Dublin
    LIRIAS4102621
    description


    Published online
  • conference
    Tuyaerts, Shandris;De Laet, Tinne;Van den Broeck, Lynn;Langie, Greet; 2023. Engineering Science Students' Self-Regulation: A Baseline. SEFI 2023 Proceedings; 2023 Publisher: Arrow@ TU Dublin
    LIRIAS4103128
    description


    Published
  • presentation
    Beagon, Una;Byrne, Aimee;Depaor, Caitriona;Van den Broeck, Lynn;Dujardin, Rani;Craps, Sofie;Naukkarinen, Johanna; 2023. Help Them Grow – The ENG-IST Tool - Supporting Students’ Personal Development Process To Stimulate Lifelong Learning. SEFI Proceedings 2023; 2023 Publisher: SEFI
    LIRIAS4120719
    description


    Published online
  • presentation
    Coppens, Kurt;Van den Broeck, Lynn;Winstone, Naomi;Langie, Greet; 2023. Characteristics of first-year engineering students’ most impactful feedback experiences.
    LIRIAS4116100
    description


    Published
  • journal-article
    Coppens, Kurt;Van den Broeck, Lynn;Winstone, Naomi;Langie, Greet; 2023. Capturing student feedback literacy using reflective logs. European Journal of Engineering Education; 2023; Vol. 48; iss. 4; pp. 653 - 666
    LIRIAS4075570
    description

    Publisher: Taylor & Francis
    Published

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