Search Results for
"Engineering education"

Green Changemakers is a regional initiative in the West Midlands of England, an area that encompasses the sprawling diversity of Birmingham, former industrial towns and agricultural countryside. The original vision was to teach educators 'green skills', an outcome that the authors quickly problematized once they gathered in the welcoming surroundings of Fircroft College, an adult education college with a social purpose mission of helping adults to realize their potential, focus on themselves and help them make what once seemed impossible, possible. This beautiful former home and gardens of philanthropist George Cadbury enabled them to step away from busy lives and think together about previously unimagined futures. They began to question what these 'green skills' are. How can a generic approach honour the expertise of subject specialist educators, while enabling them to adapt to an unknown future, enabling students to make and justify sustainable choices? Rather than try to generically teach specialist green skills, they chose to focus on 'changemaking' skills. This chapter explores the rationale behind the Green Changemakers approach and how the authors are trying to put it into practice. 0000-0001-6447-9274, 0009-0009-4373-2512, 0000-0001-6279-9864,, 0009-0001-2171-2985. © Nalita James, Kevin Orr and Sharon Clancy 2025. All rights reserved.

Over the past three years, Taiwan’s Ministry of education has established 1300 classrooms for science, technology, engineering, and mathematics (STEM) education nationwide, providing unprecedented budgetary support for the procurement of STEM equipment in junior high schools. This study examines how STEM teachers utilize government grants for equipment procurement and classroom setup, with a particular focus on the key factors that influence their decision-making processes. This study employs descriptive statistics, logistic regression, and multiple-choice analysis of data obtained through surveys of 75 science and technology teachers and expert opinions. The results reveal that teachers have adopted a cautious approach emphasizing simplicity and safey, prioritizing convenience, practicality, and versatility in terms of equipment choices. The logistic regression results indicated a significant correlation between perceived importance and purchasing decisions (ratio = 3.654, explained variance = 23.7%). Multiple-choice analysis found a skewed emphasis on curriculum indicators. The study develops a benchmark table for facilities and equipment, offering insights into resource optimization, educational equality, interdisciplinary integration, and teacher training. Acknowledging the limitations, including sample size constraints and potential biases, the findings serve as a valuable reference for educators and encourage budget adjustments aligned with curriculum guidelines. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Virtual reality (VR)-based education has gradually emerged as a significant trend in future educational development, as VR technology can concretize and visualize various abstract concepts in teaching. Given the importance of evaluating VR educational institutions to promote VR education, this study proposes a multi-attribute group decision-making model that integrates trust networks and three-dimensional emotions within an interval-valued Pythagorean fuzzy set (IVPFS) environment. First, considering the decision-makers’ affective cognition, a three-dimensional emotion model is incorporated into the IVPFS framework. Second, the Beta function is employed to describe changes in the trust relationships pre- and post-decision-making, thereby adjusting the weights of the decision-makers. Furthermore, the extended evidential reasoning (ER) method is utilized to rank and select VR educational institutions. The results indicate that VRSCHOOL (0.6338) outperforms VISTANDARD (0.6214), GROWLIB (0.5834), and STARUR (0.5738). Finally, the robustness and effectiveness of the proposed method are validated through sensitivity and comparative analyses. © The Author(s) under exclusive licence to Taiwan Fuzzy Systems Association 2025.

This study utilizes students’ inputs to identify critical factors for employability by using Importance-Performance Analysis. A survey was conducted among fourth-year engineering students who had completed their senior-project course, assessing 22 employability factors across three employability stages: initial placement, maintaining employment, and transitioning to new roles. These factors were categorized into capabilities, skills, and attitudes. A total of 60 and 77 students from the classes of 2023 and 2024 participated. The findings highlight seven factors: applying knowledge for problem solving, critical thinking, analytical and problem-framing skills, applying STEM across industries, technology use in business, lifelong learning, and written communication. The findings align with the industry’s needs for adaptability and resilience of engineering graduates. For the key highlight, students emphasized learning skills over subject knowledge which indicated a shift in their perspective when looking at their careers. Future research will use these inputs to redesign the learning environment. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The results of the experimental verification of the implementation of the methodical system for development of the professional competence of future electrical engineering teachers are presented. The implementation of the methodical system was based on the regularities related to the internal structure of the system and its external connections. The components of the methodical system: content, methods, forms and technologies for future professionals training were. It was proved that the efficiency of the development of future teachers’ professional competence in electrical engineering depended on the methodology, educational technologies and forms for students’ learning and cognitive activities. It was substantiated that the important component in such a process was a scientifically substantiated and verified methodical system based on the model of professional competencies future electrical engineering teachers, the theoretical foundation of competence-based training and up-to-date scientific findings in pedagogy aiming for continuous improvement of their pedagogical and technological knowledge and skills, personal and professional qualities, development of general culture and value orientations. It was determined that the purposeful development of future teachers’ professional competence in electrical engineering is possible through the use of pedagogical technologies, such as personality-oriented technology, project-based and problem-based learning, use of information and communication technologies. The effectiveness of the implementation of the methodical system for the development of the professional competence of future electrical engineering teachers at Ukrainian universities has been experimentally proven. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This thesis seeks to present a STEM educational model suitable for the countries of the Arab region with their different circumstances by implementing a descriptive and analytical study of the education systems in the Arab region and the extent of their response to the social and economic changes brought about by the Fourth Industrial Revolution, then aligning between science, technology, engineering, and mathematics (STEM) education, active student-centered learning methods (X-based learning), and the use of information and communication technology, based on the results of this study and from the perspective of benefiting from the diversity of circumstances of the countries of the Arab region by selecting case studies that reflect similarities and differences. This paper presents the theoretical basis of the research, its objective, and justifications, then a brief overview of science, technology, engineering, and mathematics (STEM) education, explains what X-BLs are, and the principles that can be adopted in using information and communication technology. After that, the research question and the research methodology, as well as the expected outputs and contributions. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

The increasing adoption of student-centered learning environments by the institutions of higher education in business has led to new mechanisms and methodologies such as Simulation-Based Learning (SBL), Problem-Based Learning (PBL), and Challenge-Based Learning (CBL). Literature has shown evidence of raising interest in these methodologies towards a more experiential paradigm regarding upcoming events from the surrounding real-world context. This paper presents a Systematic Bibliographic Literature Review (SBLR) concerning integrating and applying these innovative and collaborative methodologies in higher education. It aimed to identify its relevant advantages, challenges, and consequences for the future of business education. Researchers searched bibliographic databases for documents published up to May 2024 to categorize critical topics discussed in the literature on SBL, PBL, and CBL. The review identified 89 empirical and non-empirical papers on SBL, PBL, and CBL, business-related paperwork resulting from the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. PRISMA is a framework with evidence-based data designed to help authors perform a systematic literature review. Data analysis revealed diverse subthemes for those methodologies used in business higher education institutions. The research questions "What are the advantages, challenges, and implications of SBL, PBL, and CBL altogether in the training of business students?" guided the study. The central output of the research is the discovery of the varying uses of SBL, PBL, and CBL to cope with diverse demands arising within an environmental context. The study suggests future research directions. © 2025, World Scientific and engineering Academy and Society. All rights reserved.

Innovative technology is a key driver of Hong Kong's future development. Hong Kong has actively promoted STEAM (Science, Technology, engineering, Arts, and Mathematics) education. Since 2016, initiatives such as the Jockey Club Computational Thinking education Programme (CoolThink@JC) and the education Bureau's supplementary document "Computational Thinking and Coding education: Supplementary Document for Primary School Curriculum (Draft)" have supported schools in systematically planning and implementing coding education, emphasizing the importance of innovation and technology education. The authors believe that innovation and technology education should not be equated solely with coding education. To enhance students' practical abilities and ultimately improve overall innovation and technology capabilities, Hong Kong’s innovation and technology education must prioritize the significance of engineering ("E" ─ engineering). engineering education should include four essential elements: defining problems, developing prototypes, analyzing data, and reflecting on and presenting findings. The authors suggest placing engineering ("E" ─ engineering) at the core of innovation and technology education. Through project-based learning (PBL), students can be nurtured to develop engineering literacy and problem-identification and solving skills. To cultivate students' innovative spirit and align with the national high-quality education development strategy, Hong Kong must universalize innovation and technology education, promote practical application in engineering technologies, and ultimately enhance overall innovation capabilities. This will lay a strong foundation for fostering future technology talent in Hong Kong. The authors share detailed teaching practices in this paper. © 2025, The education University of Hong Kong. All rights reserved.

The article substantiates the theoretical and methodological foundations for the introduction of an activity-based approach to training competent engineers when studying a course of physics. Contemporary requirements of the agro-industrial complex require integration of the fundamental knowledge with practical skills, which makes this approach the key element of the educational process when studying a course of physics. There are considered the concepts and principles of teaching, aimed at the development of professional thinking, the ability to make decisions in non-standard situations and efficient work with digital technologies, when studying the course of physics. There are identified the pedagogical tools that promote the development of critical thinking, independence and continuous self-development of the students in the process of mastering physics. Methodological recommendations are provided for the creation of a productive educational environment, including interaction with agro-industrial enterprises and individualization of learning when studying the physics course. An analysis of the implementation of the activity-based approach showed its efficiency: the average score of the students in the experimental group increased by 15-20%, and the success rate of completing the practical assignments increased by 20-25% when studying the physics course. The project activities contributed to the development of systems thinking and an innovative approach to solving the production problems, which is especially important when mastering physics. A conclusion is made about the need to introduce an activity-based approach to train competitive specialists, adapted to the modern challenges of the agro-industrial complex, which, in turn, contributes to the formation of an innovative educational environment, focused on the development of professional competencies, engineering creativity and practical training of the students when studying the physics course. © 2025 The Author(s). Published by RTU PRESS.

The rapid advancement of ICT, robotics, data science, and cyber-physical systems (CPS) has intensified the need for agile, future-ready human resource development (HRD) strategies. This scoping review explores current HRD practices, challenges, and opportunities across these technological domains. Guided by the PRISMA-ScR framework, 791 records were initially retrieved from four databases, with 43 peer-reviewed publications ultimately included following a rigorous screening process. Thematic analysis revealed a strong emphasis on digital and AI literacy, interdisciplinary training, and the adoption of immersive technologies such as virtual reality and AI-driven competency tracking systems. Persistent gaps, including misalignment between academic training and industry needs, a lack of scalable HRD models, and underdeveloped policy frameworks. Statistical comparisons revealed no significant differences across fields, indicating the cross-cutting relevance of the identified strategies. The findings underscore the need for structured, empirically grounded, and industry-integrated HRD approaches to prepare the workforce for the demands of the Fourth Industrial Revolution. © IEEE. 2013 IEEE.