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This pilot study explores engineering students’ motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke’s (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students’ behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignment deadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.

This Work in Progress paper describes considerations relative to the development of a follow-up exploratory quantitative design for examining student motivation in higher engineering education. The intent of the current work is to build on the outcomes of a previous qualitative study exploring the perceptions of students with regard to work industry-related activities included as part of their formal study experience in Swedish university settings. In the follow-up study design discussed in this paper we focus on a quantitative approach to assessing the impact of such experiences on student motivation. Findings from our previous study indicate both that how these different work industryrelated activities are conducted and how the different relationships that are present can effect students' motivation for learning in tertiary engineering education. However, while the earlier study provides understanding of which scenarios can affect student motivation, there is a need to consider relative effect sizes. To address this issue in this paper, we present considerations for a survey design and discuss the determination of population and sample size and study variables for a preliminary survey instrument. We also propose methods with which to establish validity and reliability, as well as presenting a data analysis plan. At this juncture, the development of a follow-up exploratory quantitative study will contribute to a better understanding of students' perceptions about work industry-related activities which is currently a prime concern in higher engineering education, providing guidelines for a more critical planning of these activities in the future.

This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers’ perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers’ barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers’ perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers’ work, low school’s financial budget, parents’ financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers’ work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT. Keywords: International baccalaureate (IB), international and comparative education (ICE), integration of ICT, critical pedagogy, critical theory of technology (CTT).