Search Results for
"Engineering education"

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists. © © 2025 Rizakhojayeva, Ramankulov, Akeshova, Nurizinova, Tuyakov and Abdrakhmanov.

The rapid evolution of technology requires parallel developments in engineering education to prepare graduates for new industrial challenges. University-based learning factories are acknowledged for their effectiveness in promoting the development of competence by simulating real-world factory operations and offering engineering students hands-on experiences that integrate theoretical knowledge with practical application. This study aimed to analyze the effects of learning factories and experiential learning, applied via a project-based pedagogical approach, on the learning outcomes and competence development of master's students in industrial and mechanical engineering programs. The study was conducted in the engineering Learning Factory (ELF) laboratory of the Free University of Bozen-Bolzano, utilizing a structured Project-Based Learning (PBL) framework based on experiential education principles. The project centered on the conceptualization, design, development, manufacturing, and testing of the Scorlion4415, a novel 3D-printed drone tailored to meet the specific needs of mountain rescue operations. The study's findings demonstrated that the integration of project-based methodologies in a learning factory context, along with experience-driven learning processes, improved students' academic achievements, technical, and transversal competences. © 2025 IEEE.

Introduction: this study aims to evaluate the effectiveness of the Problem-Based Learning model assisted by Mobile Augmented Reality (PBLMAR) in improving student learning outcomes in the Air Conditioning Technology course. The integration of MAR technology is expected to support student-centered learning and enhance conceptual understanding in vocational education settings. Method: a quasi-experimental method was applied using a one-group pretest-posttest design. Data collection involved pretest and posttest assessments administered to 30 vocational students. The normalized gain (N-Gain) was calculated using Microsoft Excel to measure the increase in students’ cognitive achievement after implementing the PBLMAR model. N-Gain results were interpreted using standard criteria (high, medium, low). Results: the analysis showed that the average N-Gain score was 0,7; which falls into the category, high category. This indicates a significant improvement in student learning outcomes. Additionally, student responses suggested positive engagement and interest in using MAR-based learning media. Conclusions: the PBLMAR model is effective in improving students’ conceptual understanding and engagement in the Air Conditioning Technology course. The use of N-Gain analysis provides clear evidence of the model’s impact, supporting its further application in vocational education. © 2025; Los autores.

Medical mathematical statistics is a core course in the field of medicine and pharmacy, playing a crucial role in cultivating students' professional literacy. Traditional teaching methods face challenges due to the abstract nature of the theory, insufficient student interest, and difficulties in improving teaching effectiveness. To address these issues, this paper proposes an innovative approach that teaching practice evaluation of medical mathematical statistics based on knowledge graph. Firstly, knowledge graph technology is employed to visualize the course knowledge system, clearly presenting the associations and hierarchical structure of knowledge points. This provides students with an intuitive and systematic learning framework, helping them quickly build a knowledge system and deepen their understanding of complex concepts. Secondly, targeted teaching strategies are designed in conjunction with the six stages of the BOPPPS teaching model (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary). The visualization of knowledge graphs enhances interactivity and relevance in each stage, stimulating students' enthusiasm for learning. Specifically, the Bridge-in stage clarifies learning objectives; the Participatory Learning stage uses knowledge graphs to guide group discussions and case analyses, fostering critical thinking and problem-solving skills; and the Postassessment stage reviews and consolidates knowledge through knowledge graphs to reinforce learning outcomes. Finally, this study was implemented in the medical and pharmaceutical statistics course for undergraduate students at Shaanxi University of Chinese Medicine. A comprehensive evaluation of students' academic performance, classroom participation, and learning satisfaction indicated that the innovative teaching model significantly increased students' interest and course grades, enhanced their ability to apply knowledge and innovate, and provided a new approach for course teaching reform. It also offers valuable references for teaching improvements in other professional courses. © 2025 IEEE.

This study presents a comparative analysis of secondary electronics education in the United Kingdom and Greece, focusing on pedagogical approaches, curriculum structure, practical training, and career pathways. The UK offers a well-established and integrated Design and Technology curriculum emphasizing theoretical knowledge, practical laboratory work, and industry-aligned apprenticeships, supported by advanced resources such as CAD/CAM and strong STEAM integration. Conversely, Greece's electronics education is less structured, with limited practical exposure, fewer resources, and constrained access to vocational programs, particularly outside urban centers. Economic and infrastructural challenges affect Greece's capacity to foster innovation and professional opportunities domestically, leading to a high emigration rate of electronics graduates. The UK's comprehensive framework better supports student development, professional recognition, and alignment with industry demands. The findings underline the importance of practical experience, resource availability, and structured vocational pathways in enhancing electronics education and subsequent career prospects. © 2025 IEEE.

It is commonly asserted that education is crucial for meeting the challenges concerning the futures of work. But education cannot overcome deficient economic policies causing declining job quality, mass unemployment and rising under-employment. Instead of pre-occupation with so-called 21st-century skills and micro-credentials, greater recognition needs to be given to what education does best. That is, helping people master bodies of conceptual knowledge as well as relationships between bodies of knowledge, nurturing learning dispositions and equipping people with skills and capacities that support disciplined creativity and adaptive capacity. These qualities enable people to handle the challenges of climate change, changing life courses, artificial intelligence and data-ification. education can also support new configurations of expertise made possible by new technologies. While education cannot solve most problems concerning the futures of work, there can be no solution to these problems without quality, enduring institutions supporting education and occupational coherence in the labour market. © Ellu Saar and Péter Róbert 2025.

The imperative to align engineering education with the demands of Industry 4.0 necessitates a pedagogical shift from theoretical instruction to applied, hands-on learning. This study addresses the gap between academic curricula and industrial requirements by detailing the development of an integrated robotic system designed to enhance practical competencies in a smart manufacturing context. The research focuses on the design, implementation, and evaluation of automated production and quality inspection modules within the Industrial engineering program at Pelita Harapan University. A multi-stage development method was employed, integrating a Dobot Magician robotic arm, color and ultrasonic sensors, and a programmable conveyor system into a cohesive educational platform. This approach facilitated the creation of two distinct learning modules for second and sixth-semester students, covering 3D printing, product inspection, robotic handling, and economic analysis. Iterative testing and refinement of the system resulted in a 97.3% success rate in autonomous inspection tasks, demonstrating its operational viability and effectiveness. The successful integration of this system provides a proven model for educational reform, effectively bridging theoretical knowledge with practical application and equipping students with the essential robotics, automation, and data-driven decision-making skills required for the evolving industrial landscape. © 2025 IEEE.

In response to the growing need for technology-integrated educational tools, particularly in underserved regions, this study presents the development and evaluation of a web-based career readiness instrument tailored for junior high school students in Kerinci Regency, Indonesia. The platform aims to enhance students' self-management skills and career planning competencies by providing structured and accessible digital guidance. Utilizing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study incorporated key features such as self-assessment modules, interactive career guidance content, and progress tracking tools. The platform was piloted with 39 students and 7 guidance counselors, and its effectiveness was assessed through a paired sample t-test, showing statistically significant improvements (p < 0.05) in students' self-awareness, decision-making confidence, and time management related to career planning. Post-implementation feedback indicated that 85% of students gained better insight into their talents and interests, while 82% expressed increased confidence in selecting educational and career pathways. Despite the positive outcomes, several challenges were identified, including limited internet access, varying digital literacy levels, and insufficient integration of digital tools into the school curriculum. To address these barriers, the study recommends future enhancements such as mobile compatibility, AI-powered career recommendations, and targeted training for counseling staff. The findings underscore the potential of digital platforms to bridge gaps in career guidance services and contribute to the broader digital transformation of education in Indonesia, particularly for students in rural or resource-constrained areas. © 2025 IEEE.

With the rapid growth of the gaming industry, teaching game development in extracurricular education has become increasingly relevant. The analysis of the recommended extracurricular programs revealed that most of them do not completely cover contemporary game design approaches, suggest the use of outdated or expensive software, and advocate russian resources and services. This study presents a PyGame workshop for extracurricular Computer Science education. The workshop was designed as a step-by-step game creation guide, with each step logically connected to the previous and next lessons, ensuring gradual progress. The Python programming language and PyGame library were chosen for the workshop implementation due to their accessibility, extensive documentation, and suitability for beginners. The workshop was implemented as a website using Google Sites, providing easy access to learning materials, code examples, and resources. The collected feedback indicated high levels of engagement and satisfaction with the learning experience. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).