Adopting the innovative learning approaches originating from the parameters enacted by the Bologna Process have become widespread within the Kazakhstani education system. One of these learning technologies is project-based learning, which was launched in 2019 in a Kazakhstani Medical University. Previous studies on innovative learning approaches conducted among international students at this university reflect their opinions and views about their experiences (Akhmetova & Alieva, 2022; Akhmetova & Makoelle, 2022; Akhmetova & Sciala, 2021). We found that these students have enjoyed the process, have gained knowledge, and have deemed such experiences to be exciting. This particular study aimed to explore another aspect of project-based learning, which is conducting tasks in teams. 

Dividing students into teams and guiding them towards working collaboratively entail certain challenges.  Research conducted among students in Russia, for example, has revealed four different attitudes that exist among students working in groups such as dictators, procrastinators, complainers and freeloaders (Zav’yalova & Saginova, 2017). In fact, these titles provoke thoughts of unequal contribution to the tasks completed by a group, implying that there are group members that take responsibility over the work of others, other members that lack a sense of accountability, while some complain that nobody is working. These kinds of attitudes are not exceptional in the Kazakhstani context as it is a post-Soviet country with Soviet tendencies. Nevertheless, this state of affairs also depends on students’ backgrounds as in this study we focus on international students from South Asia studying in Kazakhstan. 

The benefits of working in teams have been discussed among scholars worldwide and is predominantly examined in the context of project-based learning. Students find working with their peers to be inspiring and supportive compared to traditional learning (Elsamanoudy et al. 2021). They presume that it is possible to employ the skills gained in completing research projects together beyond academia (Balleisen & Chin, 2022). In addition, their self-assessment and peer-assessment about contributing to projects with their peers indicated positive feelings (Bayer et al. 2022). In the medical field, students highlighted an improvement of their communication skills (Castro et al. 2021). In addition, the fostering of teamwork has been noted while testing a framework for examining students’ computational thinking through the balanced scorecard frame (Chang & Lin, 2022). Furthermore, the advantages of project-based learning and its facilitation of teamwork among students have been pointed out in collaborative projects between countries (Fang et al. 2021; Logemann et al. 2021). These studies among different countries were conducted online due to COVID-19 issues worldwide. Even though most of the studies refer to improvements generated by teamwork, a single approach to assess its success is as yet unforeseen. Nevertheless, to maintain the quality of groupwork Norwegian scholars have developed the Teamwork Indicator which helps to assess students’ performance in group work through three vantage points social cooperation, work commitment, and management” (Holen & Sortland, 2022). However, scholars state drawbacks to students working in groups, such as students’ lack of preparedness to self-express in teamwork (Jaiswal et al. 2021). Hence, they suggest guiding teamwork right from the beginning of the project (Jaiswal et al. 2021).  

Being able to work in a team is a significant skill for the 21^st century. Despite the abovementioned studies conducted on project-based learning declaring an improvement of teamwork skills, it requires digging deeper into the phenomenon to understand the nature of its success. This study embodies students from a homogeneous cultural background cultivated in a traditional learning environment, yet who represent different social classes in their country. Hence, for this study, it was significant to explore how the students’ South Asian background impede or support teamwork.

This study comprises a survey (Creswell, 2012) That has been designed to provide the opinion of students on their performance during group work. The total number of students in the cohort were 204. They were asked to complete a survey three times. First, after the completion of three lectures when they were asked to share their expectations from the course. Second, halfway through their project work before the data collection process. Here, they were asked to share information regarding their current experiences of dealing with assigned tasks within their groups as well as their creativity and that of the group’s. In this respect, it was necessary to help the students to comprehend their own roles and opinions in terms of project-based learning. Finally, after the completion of the course and subsequent to their presenting their projects, they were asked to list any items they had learned. The students’ responses were collected anonymously, confidentially, and voluntarily through Google Forms. Hence, in the first survey 113 responses were collected; in the second survey there were 163 responses; and the final survey produced 200 responses. The inductive approach within qualitative analysis was employed to analyze the data (Thomas, 2003). The open responses provided by the students were divided into themes and coded accordingly. Additionally, the survey responses were triangulated with observations of students’ in-class activities and the document analysis of their projects submitted after their presentations. Regarding ethical principles, students were given informed consent forms before proceeding to the survey. During the class they also developed an informed consent form for their own studies. Hence, they were familiar research ethics and its importance for social studies. They were also informed that their responses will not affect their final grade. The limitation of the study was the limited number of students from just one university and a single group of students with a homogeneous cultural background.

To conclude, according to our observations, there were two major obstacles: first, students found it challenging to work in teams due to their coming to their groups with different capacities and capabilities; second, their place of birth in South Asia reflected the way they divided themselves into groups and the manner in which they treated each other. Nevertheless, the survey results revealed that 39% (77) of the students mentioned teamwork as a gained skill, and 33% (66) stated that they learned to interact with people during the data collection process. The three stages of survey collection results revealed the following: The first survey results provided small data; students wrote their expectations about obtaining a degree and the skills they would obtain according to what was mentioned during the lecture. As a consequence, they believed that they possessed the necessary skills, like confidence and dedication, to complete the assigned tasks. In the second survey, information concerning students’ statements on their and their groupmates’ creativity was provided. This was crucial to the learning process as it prompted students to consciously avoid plagiarism and to understand that project-based learning requires creating new work from scratch. The final set of survey questions contained many positive views on the part of students they had completed the course. Teamwork was important, yet individual contributions played a major role in the completion of tasks. It is important to highlight that these tasks were constructed in such a manner in that everyone was expected to conduct an individual interview, and then to transcribe and analyze it before combining the results with those of others’. It was significant to reflect each respondent’s data as they appeared in charts. A similar pattern was employed in the survey of peers.

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