Abstract

Team-based learning has been increasingly applied in engineering education as an active learning methodology to enhance student engagement and interdisciplinary collaboration. This study evaluates the implementation of Team-based learning in a graduate-level course on Green Infrastructure and analyses its impact on student performance and perceptions. The methodology involved individual assessments, team discussions, and a final Class Evaluation Form to measure student engagement and learning outcomes. Results indicate that team-based assessments significantly outperformed individual assessments, reinforcing the effectiveness of peer learning. The student’s feedback also highlighted high engagement, the topic's relevance, and the instructor’s essential role in facilitating discussion. The findings suggest that Team-based learning fosters a more interactive and meaningful learning environment, making it a valuable approach for engineering education, particularly in interdisciplinary and sustainability-focused courses. Future studies could explore long-term knowledge retention and professional skill development through Team-based learning.