Purpose: Various studies around the globe indicate lack of soft skills in engineering students, graduating from universities, although the bulk of studies in various disciplines indicate an improvement in various skills through implementation of a problem-based learning (PBL) approach. The purpose of this paper is therefore to identify and determine the effects of PBL in improving and developing soft skills, conflict resolution traits and aspects of enhancing group learning in undergraduates. Design/methodology/approach: A study with mixed methods was used, involving questionnaire, observation and document analysis. A total of 57 students from different faculties participated in the semester-long study. Pre-tests and post-tests were administered at the beginning and end of the study. The researcher attended all the classes to observe systematically the teaching-learning process and its outcomes. Findings: The findings revealed that PBL has a significant effect on improving students’ soft skills and enhancing group learning, including overcoming communication conflicts. Practical implications: Practical implications of the study involve the enhancement of generic skills of the engineering graduates with the student-centered and interactive methodologies like PBL and e-learning applications. Originality/value: This research endeavor stands unique due to its usage of e-learning tools in the PBL classroom learning such as Schoology, Padlet, videos, internet surfing. Another unique feature of this research is the holistic nature of the study, i.e. the measurement of a number of soft skills, traits and group learning skills that are not focused in other studies of engineering. © 2019, Emerald Publishing Limited.
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