Through the project “Technology Education of the Future” (FTS), NTNU has developed a framework for re-design of its study programmes in technology and engineering. One of the main findings is the need for a broader, more multidimensional view of graduate competence, showcasing the need to fully integrate training of several important non-technical professional skills in future programmes. To enable such integration, student-active pedagogical methods in combination with integrated learning principles are often seen as key tools. This paper quantitatively investigates to what extent study programmes’ facilitation of active student participation actually makes a difference to perceived learning outcomes across a variety of competence areas. The research question under consideration is “How does the extent of student-active learning in engineering programmes influence students’ perceived learning outcomes?” Using statistical analysis of data from a national student survey, correlation was investigated between students’ perception of how well active student participation is facilitated by the teaching in their study programmes, and their self-evaluated learning outcomes in 10 different competence areas. Regression analysis was done based directly on individual student responses and on responses averaged over study programmes. The results show statistically significant positive correlation for most competence areas. Students’ perception of how well their programmes facilitate active student participation is found in good agreement with actual known programme characteristics. The results thus provide quantitative indication that improving facilitation of student-active learning in engineering programmes indeed improves learning outcomes for a broad set of future-relevant competence areas
