TRIZ-Driven Project-Based Learning to Foster Creative Problem-Solving in Engineering Education

Abstract

In engineering education, fostering students’ ability to create innovative, real-world solutions is vital, especially at the diploma level where Final Year Projects (FYPs) serve as capstone experiences. This paper examines the integration of the Theory of Inventive Problem Solving (TRIZ) into a diploma-level FYP to strengthen technical creativity and structured learning outcomes. Although TRIZ is well established in industry and higher education, its use in technical and vocational education and training (TVET) remains limited. This study demonstrates how TRIZ can be systematically applied in diploma-level FYPs through the “Pick and Pay” case study, a smart shopping cart system developed by engineering students at Universiti Teknologi MARA. Additionally, it evaluates TRIZ’s pedagogical impact on student learning, focusing on systematic creativity, engineering judgment, teamwork, and alignment with Program Outcomes (POs) required by the Engineering Technology Accreditation Council (ETAC). Guided by six TRIZ inventive principles: Equipotentiality, Another Dimension, Mechanics Substitution, Intermediary, Colour Changes, and Copying, the students developed a functional prototype featuring RFID-based scanning, loyalty card integration, and real-time billing automation. Reflections showed improved confidence, problem-solving, and collaborative design. The findings highlight TRIZ’s dual value: enhancing prototype innovation and serving as an effective pedagogical tool in diploma-level engineering education.