The Design of a Postgraduate Vocational Training Programme to Enhance Engineering Graduates’ Problem- Solving Skills Through PBL* OURANIA MILIOU CYENS Centre of Excellence, Nicosia, Cyprus. E-mail: o.miliou@cyens.org.cy ANDRI IOANNOU Cyprus University of Technology, Department of Multimedia and Graphic Arts, Limassol, Cyprus & CYENS Centre of Excellence, Nicosia, Cyprus. E-mail: andri.i.ioannou@cut.ac.cy YIANNIS GEORGIOU Ministry of Education, Culture, Sport & Youth (MOECSY), Nicosia, Cyprus. E-mail: igeorgiou@schools.ac.cy IOANNIS VYRIDES Cyprus University of Technology, Department of Chemical Engineering, Limassol, Cyprus. E-mail: ioannis.vyrides@cut.ac.cy NIKOS XEKOUKOULOTAKIS Technical University of Crete, School of Chemical and Environmental Engineering, Crete, Greece. E-mail: nikos.xekoukoulotaki@enveng.tuc SØREN WILLERT Aalborg University, Department of Culture and Learning, Aalborg, Denmark. E-mail: swi@agora.as ANDREAS ANDREOU CUBEiE L.L.C., Cyprus. E-mail: andreas@cubeie.com PANAYIOTIS ANDREOU CUBEiE L.L.C., Cyprus. Email: panos@cubeie.com KONSTANTINOS KOMNITSAS Technical University of Crete, School of Mineral Resources Engineering, Crete, Greece. Email: komni@mred.tuc.gr PANAYIOTIS ZAPHIRIS Cyprus University of Technology, Department of Multimedia and Graphic Arts, Limassol, Cyprus. E-mail: pzaphiri@cyprusinteractionlab.com STYLIANOS YIATROS Cyprus University of Technology, Department of Civil Engineering and Geomatics, Limassol, Cyprus. E-mail: stylianos.yiatros@cut.ac.cy The current rapid technological advancements and the dynamic workplace environments call for engineering graduates to be equipped with a combination of interdisciplinary skills. Among the core skills for the engineering profession is problem-solving. Although industry professionals and academics consider problem-solving an essential attribute of engineers in industry 4.0, research shows that several engineering graduates are not adequately equipped to apply the problem-solving approach in workplace environments. During the past years, the most common approach referred to in the literature for enhancing problem-solving skills in engineering education is Problem-Based Learning (PBL). While research reported that PBL could improve students’ skills in the early stage of higher education or within their degree programmes, most engineers generally accept that graduates will ‘‘really’’ learn how to be an engineer at the workplace. This paper reports on the methodological process of designing and developing a postgraduate vocational training programme to enhance engineering graduates’ problem-solving skills through PBL. Specifically, it aims to investigate the programme’s impact on engineering graduates’ problem-solving skills and their perceptions about the PBL experience. A mixed-methods study was applied to answer the research questions. The Problem-Solving Inventory (PSI) was used to collect quantitative data regarding engineering graduates’ problem-solving skills and semi-structured interviews were used to gather qualitative data regarding the implementation of the PBL programme. The results showed that the programme was successful in developing engineering graduates’ problem-solving skills. Furthermore, engineering graduates reported several additional benefits regarding their learning experience. Examples include gaining a deeper understanding of the problem-solving process, developing professional knowledge, and enhancing employability potential. They also referred to various challenges which emerged during the programme, such as the time allocation for the assimilation of new knowledge, the application of problem-solving processes, and the communication with the technical staff in the workplace settings. We hope that this work can open a platform for discussion regarding the engineering curricula and the use of * Accepted 5 May 2022. 1257 International Journal of Engineering Education Vol. 38, No. 5(A), pp. 1257–1273, 2022 0949-149X/91 $3.00+0.00 Printed in Great Britain # 2022 TEMPUS Publications.