Powerful Learning Environments in Engineering Education

Purpose of this paper is to give the theoretical and empirical insight into competences development for eParticipation through the web 2.0 facilitated societal forms. Findings are presented of a survey among students, who are facing in professional life the participatory spatial and environmental planning, based on web 2.0. Implementing the web 2.0 in higher education, and thereby, assisting teaching and learning processes, is fostering subject-specific and generic competences of graduates for participation in knowledge society. Digital literacy is considered as one of main enablers. How students approach their learning, depends on students-related factors and learning environment. For quality comprehension and higher learning outcomes, deep approach to learning has been recognized. Empirical investigation focuses on students-related factors: (1) students' use of social networks, game-based learning, mobile learning, and other resources; (2) students' perception of effectiveness of ICT-use in learning; (3) students' perception of their digital literacy, and assessment of its impact on deep approach to learning. Findings support the main argument of the paper, showing that students' perceptions of the web 2.0 and digital literacy are influencing learning; firstly, in favour of ICT-based learning, as compared to traditional learning, and secondly, by recognizing that digital literacy is influencing the deep approach to learning.