As an assistant professor in the Department of Engineering Technology and Industrial Distribution, I am particularly interested in promoting active learning in engineering technology education. Today’s industry employers expect graduates to possess not only strong technical and scientific knowledge but also social skills, problem-solving abilities, and practical experience. Among these competencies, teamwork, decision-making, and communication are in highest demand yet often underdeveloped in current graduates. Despite this need, traditional lecture-based teaching still dominates engineering technology classrooms. This passive approach tends to emphasize memorization over conceptual understanding, fostering surface learning. As a result, some graduates demonstrate procedural expertise without fully understanding how the underlying principles connect, often because learning occurs in isolation from meaningful real-world contexts. Furthermore, lecture-based methods typically omit the reflective component of the scientific process, as the action-reflection-action cycle is largely absent. To address these gaps, I advocate for project-based active learning, which immerses students in realistic professional scenarios and encourages reflection, critical thinking, and the integration of disciplinary knowledge into practical problem-solving.