IAS PBL seed money
The IAS PBL seed money initiative is an internal funding scheme designed to support the growth of new research and development projects in problem-based learning (PBL). The purpose of the scheme is to support novel ideas that have the potential to grow into larger initiatives and foster new constellations and collaborations, both within IAS PBL and with external partners.
The scheme prioritises proposals that align with IAS PBL’s strategic objectives and promote collaboration across research groups, AAU departments, or with external stakeholders.
IAS PBL seed money 2025
In 2025, the following five projects have been awarded seed money:
Supporting university student proactivity for social and academic well-being: What PBL can do
Juebei Chen, Søren Hansen, Giajenthiran (Kalle) Velmurugan, Trine Fink,
Niels Erik Ruan Lyngdorf, Bettina Dahl Søndergaard, Anna Markman, Aida Guerra, Xiangyun Du, Nikolaj Stegeager, Patrik Kjærsdam Telléus, Nicolaj Riise Clausen
This project aims to enhance study persistence and career development by exploring how problem and project-based learning (PBL) can foster proactivity, agency, and psychological safety, thereby improving the social and academic well-being of university students in increasingly digital and diverse educational environments.
Co-created and community-owned chatbots in PBL
Niels Erik Ruan Lyngdorf, Nicolaj Riise Clausen, Sofie Otto, Anita Campbell, University of Cape Town, Lasse Krejberg, Mike Zhang, Department of Computer Science
This project explores how co-created, community-owned chatbots can support collaborative learning and project teamwork in problem and project-based learning (PBL) environments. It investigates the pedagogical potential of customizable AI tools to align with open, contextual, and socially grounded educational practices.
Building Emotional Intelligence in a PBL environment through Empathy and Teamwork
Aida Guerra, Stine Ejsing-Duun, Patrik Kjærsdam Telléus
This project investigates how empathy and teamwork within problem-based learning (PBL) environments can foster emotional intelligence in students. It aims to strengthen competencies such as adaptability, leadership, and socio-cultural awareness, preparing students to address complex challenges in fields such as engineering, healthcare, and sustainability.
Thinking Skills in interdisciplinary co-creation and complex problem-solving
Søren Hansen, Lykke Brogaard Bertel, Ludvig Rasmussen, Department of Health Science and Technology, Lars Domino Østergaard, Sofie Otto, Rea Lavi, Massachusetts Institute of Technology
This project explores how creative, systems, design, and future thinking can be integrated into problem-based learning (PBL) to foster cognitive flexibility and interdisciplinary collaboration. It aims to equip students with the thinking skills needed to co-create sustainable solutions to complex societal challenges.
Inclusion of Ethnic Minority Women in STEM Jobs – Development of a PBL-Based Guidance and Evaluation Concept and Research Collaboration (Inklusion af etniske minoritetskvinder i STEM jobs – udvikling af PBL-forankret vejlednings- og evalueringskoncept samt forskningssamarbejde)
Heidi Hautopp, Department of Culture and Learning, Stine Ejsing-Duun, Jane Højgaard Retz Jespersen, Rie Meyer Sørensen, ReDI School of Digital Integration, Lill Hennschen, ReDI School of Digital Integration
This project develops a PBL-based guidance and evaluation concept aimed at enhancing the employability of women with refugee and migrant backgrounds in STEM professions. Through participatory methods and interdisciplinary workshops, the project explores how PBL can support digital empowerment and long-term integration into the Danish labor market.