An Integrated CDIO–Kolb Framework for Experiential Learning in Software Engineering

Abstract

Traditional lecture-based approaches in software engineering education often fall short in providing the experiential depth required to understand stakeholder needs, foster effective team collaboration, and develop essential documentation skills. This study introduces and implements the CKIL (CDIO–Kolb Integrated Learning) framework in a miniproject assignment designed for third-semester undergraduate software engineering students (n = 180). The CKIL framework integrates engineering lifecycle principles from the CDIO model with Kolb’s experiential learning cycle, enabling students to engage in structured phases of problem identification, requirement elicitation, and system modelling through iterative reflection, active prototyping and testing. Team-based reflections, peer reviews, and exploratory use of digital tools—were embedded throughout the assignment. Implementation outcomes indicate enhanced student engagement, improved teamwork dynamics, and stronger attainment of course learning objectives. The study further explores the framework’s influence on skill development, critical thinking, and the cultivation of lifelong learning competencies. findings underscore the value of blending traditional academic content with contemporary pedagogical practices, demonstrating that the CKIL framework offers a scalable and effective model for preparing engineering graduates to meet the complex demands of real-world software development environments.