Fail, Reflect, Innovate: A Longitudinal Study on the Role of Failure Journaling in Developing Resilient Engineering Students

Abstract

Resilience is an essential yet underdeveloped attribute in engineering education, where high academic demands and a performance-driven culture often leave little room for failure. This longitudinal study explores the role of failure journaling as a reflective tool to foster resilience among engineering students. Over an academic year, a cohort of undergraduate engineering students participated in structured journaling activities focused on their personal and educational setbacks. Through thematic analysis of journal entries, follow-up interviews, and surveys, the study reveals that intentional reflection on failure can lead to significant shifts in students’ self-perception, coping strategies, and problem-solving approaches. The findings highlight how failure journaling facilitates emotional regulation, cultivates a growth mindset, and encourages innovation in learning. This study provides evidence-based recommendations for integrating reflective failure practices into engineering curricula and underscores the transformative potential of failure when intentionally examined and understood.