Search Results for
"Engineering education"

The rapid adoption of Immersive Virtual Reality (IVR) distance learning in higher education necessitates cohesive frameworks to guide its effective implementation. However, existing models remain fragmented, lacking integration in pedagogy, technology, and institutions. This study addresses this gap by proposing the Immersive Learning Model for University (ILMU), a model tailored for higher education institutions adopting IVR-based distance learning, developed through the Design Research Methodology (DRM). The research systematically identifies critical success components via a scoping review of 227 studies, revealing six clusters: Learning Design, Technology, Immersion, Engagement, Interactivity, and Usability. These components were refined through Delphi verification with stakeholders (academics, developers, and users), resulting in 15 validated components. The ILMU model integrates these components into a layered structure, emphasizing institutional alignment (Standard, Policy & Curriculum), adaptive pedagogy, and immersive technological synergy. A quasi-experiment involving 80 students compared IVR-based learning (using Nusameta apps) with traditional Zoom instruction. Results demonstrated significant learning gains for the IVR group (mean post-test: 77.75 vs 72.00; p = 0.042), validated by non-parametric tests (Mann–Whitney U = 592.50). The study highlights ILMU’s capacity to increase learning effectiveness, reduce cognitive load, enhance engagement, and align with institutional policies while addressing hardware limitations and ergonomic design challenges. By bridging theoretical rigor with empirical validation, ILMU offers a scalable framework for universities transitioning to immersive, technology-enhanced education. This work contributes to the evolving discourse on IVR in academia, providing actionable insights for educators, policymakers, and developers to optimize immersive learning ecosystems. © 2025 Institute of Electrical and Electronics Engineers Inc.. All rights reserved.

engineering education faces challenges in meeting industrial demands and accreditation requirements, particularly in Bangladesh, where hands-on practice is essential for knowledge and skill acquisition. Project-Based Learning (PBL) has emerged as an effective pedagogical strategy to bridge this gap by engaging students in real-world problem-solving and to foster both technical and professional competencies. How PBL could be used as a pedagogical approach in engineering education, is crucial to meet these demands. This study adopts a phenomenographic approach to examine students' experiences on project-based learning (PBL) in engineering education in Bangladesh. Ten engineering students from two Bangladeshi universities were engaged in semi-structured in-depth interviews, discussing their experiences on PBL, specifically how they experienced it in their classroom setting. The seven steps of phenomenographic data analysis technique was applied to analyze the ten interviews. The outcomes revealed that, PBL in engineering education is perceived in four qualitatively different ways: understanding engineering concept; enhancing networked learning; changing conceptual development; and linking knowledge to the real practices. The study provides valuable insights and pedagogical approaches that could be used in Bangladeshi's engineering education to improve learning outcomes and to prepare better graduates for the evolving demands of the industry. © 2025 IEEE.

Choosing suitable internship placements is a complex decision-making task influenced by various criteria that are often underemphasized in academic planning. This study applies the Best-Worst Method (BWM) to systematically identify and prioritize the most significant factors affecting engineering students' internship site preferences. Key considerations-including motivation, support systems, learning opportunities, and future career prospects-are gathered and quantitatively assessed using BWM. This approach enables a structured evaluation of students' priorities, providing insights that can inform more effective and studentaligned internship planning. A case study conducted at a Thai university demonstrates how BWM can enhance strategic decision-making in engineering education and support student engagement and career development in STEM disciplines. © 2025 IEEE.

Software engineering and service computing education play a vital role in service economy. To address the increasing demand for innovative and application-oriented pro-fessionals, it is crucial to overcome challenges such as compressed course hours, an overabundance of theoretical courses with limited practical training, and insufficient cultivation of scientific thinking. This paper explores effective approaches to talent cultivation by integrating curriculum design, project-based practice, competitions, and laboratory research. It highlights key contributions, including the optimization of the curriculum system, the combination of project-based learning with practical training, the balance between teaching and competitions, and the nromotion of active learning. © 2025 IEEE.

The evolving landscape of engineering practice necessitates robust frameworks that define, measure, and foster professional competence holistically. While the International engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) framework sets a global standard for engineering qualification outcomes, challenges persist in assessing these attributes holistically. Competence extends beyond discrete skills and requires integrated, context-sensitive evaluation. This paper explores a competence measurement strategy by aligning the IEA GAPC framework with the Competence Measurement (COMET) model, a three-dimensional framework originally developed in vocational education. The IEA GAPC framework (2021) reflects contemporary imperatives, including sustainable development, diversity, ethics, and emerging technologies. It establishes individually assessable graduate attributes that indicate potential for professional practice. However, true competence encompasses the ability to perform professional activities to the expected standards in independent practice, requiring a more holistic approach. The COMET model, rooted in educational psychology, enables structured, multi-dimensional assessment of professional competence. By integrating the COMET model with the IEA framework, this study proposes an enhanced evaluation approach that captures the interconnected nature of engineering competencies. This integration facilitates a more nuanced understanding of competence development in engineering education, ensuring assessments reflect real-world professional performance. By bridging the IEA GAPC framework with the COMET model, this paper presents a novel approach to measuring and fostering engineering competence in higher education. This synthesis offers an improved strategy for evaluating engineering graduates, ensuring their readiness for professional practice in a rapidly evolving field. This paper is therefore presented as a conceptual approach to engage in its relevance before a formal pilot project is implemented. © 2025 IEEE.

This study aims to design and implement the Problem-Based Learning Factory (PBLF) learning model in Welding engineering courses in vocational education. The research approach uses the Dick and Carey model which focuses on systematic instructional design, including needs analysis, goal formulation, learning strategy development, implementation, and formative evaluation. The validity of the model was tested through Focus Group Discussion (FGD) with experts, while its practicality and effectiveness were measured through observation and questionnaires to students and lecturers. The results showed that the PBLF model was valid with an average Aiken’s V of 0,85, practical with an achievement level of 87 %, and effective in improving student learning outcomes with an average increase in value of 25 %. This model integrates theories and practices that are relevant to the industrial world, while improving students’ cognitive, psychomotor, and affective skills. Formative evaluation showed that model iterations resulted in significant improvements in the learning module. © 2025; Los autores.

This study explores the industrial perspective on the role of orthographic projection engineering drawing within Vocational High Schools (VHS), a representative secondary-level institution in Technical and Vocational education and Training (TVET). The research examines how orthographic projection supports students’ preparedness for future careers in the automotive and mechanical industrial sectors. Conducted in 2024, the study employed qualitative design using semi-structured interviews with five experienced industrial practitioners selected through purposive sampling. These practitioners, working in prominent automotive and mechanical companies in Indonesia, provided insights into the skills expected of VHS graduates. Thematic analysis revealed three central themes: foundational technical skills, career readiness and skills application, and cognitive and analytical growth. Findings indicate that mastery of manual orthographic drawing significantly strengthens essential technical competencies, directly supports career-specific tasks, and enhances spatial reasoning and problem-solving abilities. The integration of manual drawing techniques with digital tools prepares students to meet the evolving demands of modern industry by fostering both adaptability and proficiency across analog and digital workflows. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).