In response to the evolving demands of the automotive industry, higher education institutions are increasingly tasked with preparing graduates who not only possess robust technical expertise but also demonstrate critical professional competencies such as leadership, communication, collaboration, and autonomous learning. This paper presents a pedagogical study into the academic support structures underpinning student managed group projects within automotive engineering programs, offering insights into how these initiatives can be leveraged to simulate authentic industry environments while fostering essential employability skills.

The study is undertaken at a higher education institution where engineering students undertake complex, multidisciplinary projects that mirror real world automotive challenges. These projects are designed to be student led, encouraging learners to take ownership of their educational journey while manage team dynamics, and technical challenges similar to those encountered in professional practice. While this approach provides significant pedagogical advantages the study also describes the challenges related to resource, academic oversight, and the provision of timely technical support. The authors present a structured model of academic support that balances autonomy with scaffolding. The paper discusses how academic staff can transition from traditional instructional roles to facilitators and mentors, guiding students through reflective practice, iterative problem solving, and peer led learning. The model promotes a culture of accountability and self-directed learning, aligning closely with industry expectations for graduate readiness.

The paper concludes with a recommended framework for course and module designers and facilitators seeking to implement or refine similar project-based learning experiences. These include strategies for cultivating a learning environment that supports both individual growth and collaborative success.

By sharing this pedagogical framework, the authors aim to contribute to the broader topic on experiential learning in engineering education and provide actionable guidance for institutions striving to bridge the gap between academic preparation and industry practice.

Keywords: Engineering, Education, Student-led, experimental-learning.