Search Results for
"Engineering education"

Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The increasing integration of digital technologies in education has positioned Augmented Reality (AR) as a transformative tool. However, despite its proliferation from early marker based systems to sophisticated markerless applications, a comprehensive understanding of its pedagogical value and the practical challenges of its implementation remains a critical research gap. This study aims to bridge this gap by systematically synthesizing a diverse body of existing research. Utilizing a library research methodology, this paper analyzes peer reviewed scientific literature, including meta analyses and empirical studies, to examine both the multifaceted cognitive impacts of AR on learners and the most effective AR based educational strategies. The findings reveal that AR significantly enhances core cognitive functions including conceptual understanding, long term memory retention, and spatial visualization by facilitating embodied cognition and bridging abstract concepts with interactive, concrete experiences. Furthermore, this synthesis identifies that the most impactful pedagogical approaches are deeply integrated into the curriculum, manifesting as collaborative learning, contextual scaffolding, and authentic project based learning. In conclusion, while AR holds immense potential, its efficacy is contingent upon a holistic implementation that aligns technological capabilities with sound pedagogical principles and supportive institutional policies. Consequently, this work underscores the necessity for future development to focus on creating robust, standardized AR learning frameworks that prioritize content interoperability, establish clear learning analytics, and adhere to universal design principles to ensure scalable, accessible, and inclusive educational experiences, thereby addressing persistent adoption challenges. © 2025 IEEE.

This research examines the effectiveness of educational tools for the design of microprocessor systems in developing digital competence among engineering students. Through a quasi-experimental study that compares traditional teaching methods with an integrated approach using MCU 8051 IDE, STC-ISP, and PROTEUS DESIGN tools, we demonstrate significant improvements in student performance and skill development. The experimental group showed an increase in average academic scores and substantial enhancement in digital competencies compared to the control group. Our methodology emphasizes a practice-oriented approach that balances theoretical knowledge with hands-on experience through laboratory-based learning, simulation environments, and hardware implementation. The findings contribute to best practices in engineering education by establishing a comprehensive framework to develop digitally competent graduates prepared for industry challenges in the design of microprocessor systems. This research addresses the persistent gap between academic instruction and professional practice while aligning with European Digital Competence Standards adapted for engineering contexts. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Despite the widespread perception of smartphones as a source of distraction in the classroom, their growing impact on the educational environment highlights the need for a pedagogically grounded approach to their purposeful use. This paper explores the potential of integrating mobile devices into the learning process in institutions of lower secondary education. A study was conducted to examine the frequency, purposes, and effects of smartphone use during computer science lessons among students in grades 5-9. The findings revealed a high level of students' digital activity and near-universal access to smartphones, contrasted with their limited educational application. A significant discrepancy was identified between the current content of the “Multimedia” topic in the grade 8 computer science curriculum and students' pre-existing digital skills. In response to these challenges, an original teaching methodology for the topic “Multimedia” was developed, incorporating m-learning technologies and the BYOD (Bring Your Own Device) model. The proposed approach emphasizes the use of smartphones for project-based learning activities focused on the creation and editing of multimedia content. Grounded in activity-based and project-oriented pedagogical principles, the methodology is aligned with students' actual digital competencies and takes into account the constraints of wartime educational settings. The approach has the potential to be adapted to other areas of the computer science curriculum or subjects requiring hands-on engagement with digital technologies. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The 12th Workshop on Cloud Technologies in education (CTE 2024), co-located with the 6th International Conference on History, Theory and Methodology of Learning (ICHTML 2025), convened on May 12, 2025, in Kryvyi Rih, Ukraine, and showcased 17 peer-reviewed contributions addressing urgent challenges and innovations in digital education. This review synthesizes the proceedings into five thematic clusters: (1) technology-enhanced pedagogical frameworks, (2) interactive and game-based learning, (3) artificial intelligence and automated tools, (4) crisis-driven adaptation and resilience, and (5) systemic issues of curriculum, assessment, and digital leadership. Findings across these clusters demonstrate measurable gains in student engagement, motivation, and digital competencies, with effect sizes ranging from 0.42 to 0.61. At the same time, the contributions reveal critical challenges including post-training sustainability, infrastructural inequities, and the risks of overreliance on AI. Crisis contexts - pandemic-related remote teaching and wartime disruptions - emerged as powerful accelerators of digital adoption but also highlighted systemic vulnerabilities. Collectively, the proceedings underscore the necessity of aligning technological innovation with pedagogical purpose and institutional capacity. This synthesis positions the CTE 2024 contributions within global debates on the future of digital transformation in education, offering a roadmap for evidence-based, context-sensitive, and human-centered integration of technology into teaching and learning. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Over the past decade, the ETHAZI collaborative problem-based model was developed to address the evolving demands of the productive sector and the ongoing restructuring in the labour market and society. Designed to create a dynamic system that prepares individuals for continuous change and emerging challenges, ETHAZI emphasises interdisciplinary and collaborative approaches within a competence-based framework. This article presents a quantitative descriptive study (n = 843) exploring Basque Autonomous Community teachers’ perceptions of the ETHAZI model and its implementation. Findings indicate generally positive perceptions regarding the model itself, problem design and participation, and organisational flexibility. Despite overall favourable perceptions, results suggest areas that may have room for improvement, such as organisational flexibility. The study concludes that, while the ETHAZI model is perceived as valid, enhancements guided by teacher perceptions might be recommended. © 2025 SEFI.

Computer science and technology has become the vital role to change the geological teaching modes. The Xingcheng Geological Teaching Practice of Jilin University, as a pivotal practical component within the Earth Science Division, faces escalating demands for digital transformation in the digital era. This paper describes the educational purpose and the role played by the Xingcheng Geological Practice Platform; in order to extend the Xingcheng Geological Practice Platform, we leverages the Android Studio development framework to construct a mobile App for Xingcheng Geological Teaching Practice. The App employs a GridView widget for categorized functional panel management, integrates a ListView widget for real-time notification display, and establishes a hierarchical route navigation system using an ExpandableListView widget. To meet the requirements for real-time data synchronization, the system incorporates Long Polling technology for instantaneous password management and user status updates, while implementing a secure authentication architecture based on the OAuth protocol. The results indicate that the modularly designed App effectively delivers essential pedagogical functionalities, including route planning, geological phenomenon observation, and data collection. This App provides innovative digital tools for Xingcheng Geological Teaching Practice and offers scalable technical references for similar practical education platforms. Furthermore, we envision scenarios for integrating Xingcheng geological practice with some new technologies. © 2025 IEEE.

The educational system in modern society is required to provide a fast reaction to real-life challenges. Also, the growing role of IT skills in labour market requires to provide changes in educational systems related to enhancing the role of IT. This study aims to provide the development of a system that considers real-life requirements of labour market and defines competencies it requires (including IT skills) and provides the possibility to take them into account during the development of the educational programs. In the paper, the system that provides a correspondence between the demand on competencies provided by employers and delivering that request to Methodists that developing educational programs is described. The main actors in the proposed systems are Employers, Job Seekers, and Ministry specialists (Methodists). The proposed concept may be implemented using simple basic tools such as MS Excel and as well by specialized tools such as CIT Polyhedron and Python. A graph-based system using CIT Polyhedron has been developed. In this case, each entity is represented in form of nodes. Proper links have been provided between entities (nodes). Characteristics and descriptions of each specific entity were added in form of semantic and numeric nodes’ metadata. An example of CIT Polyhedron’s specific tools (rank) usage is described. The integration of graph neural networks and knowledge graphs demonstrates potential for dynamic curriculum adaptation, with recent implementations achieving up to 94% accuracy in aligning educational outcomes with workforce requirements. This approach addresses the projected 22% growth in STEM occupations while tackling persistent underrepresentation challenges in STEM fields. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The purpose of this research is to analyze how the integration of digital tools such as Tinkercad and Zoom in particular impacts student learning in a virtual environment. This research uses a quantitative methodology, with a 12-question survey to collect data before and after the 3D design course in engineering, with a representative sample that allows optimizing the generalization of experiences. Statistical tests, both descriptive and inferential, were carried out to determine the relationship between the use of these platforms and academic results. The results show a notable improvement in student learning: this increases the understanding of complex concepts by 75% and increases active participation in virtual sessions by 40%. These results suggest that the combination of Tinkercad and Zoom not only tends to improve interaction, as well as student intervention in general, but also helps the content to be better received by them. The conclusions highlight the need to update the educational curriculum, having become common in higher education to increase the effectiveness of teaching-learning processes. © 2025 Latin American and Caribbean Consortium of engineering Institutions. All rights reserved.

The study analyzed the development of transversal competencies in university students from various professional programs at a Peruvian university, with an emphasis on the differences according to the academic program. Using a non-experimental comparative descriptive design, the Graduate Transversal Competencies Assessment Questionnaire (CECTGRA) was applied to a sample of 242 students distributed across six programs: Accounting, Nursing, Hospitality and Tourism, engineering, International Business, and Psychology. The results highlight that systemic competencies are the most valued by students in terms of importance, followed by interpersonal and instrumental competencies, evidencing the relevance of critical thinking and problem-solving in professional performance. However, the Kruskal-Wallis test revealed significant differences in instrumental competencies according to the professional career (p < 0.05), with Nursing and International Business showing better results in this dimension. On the other hand, no significant differences were found in interpersonal and systemic competencies between careers, highlighting their universal importance in professional training. These findings underscore the need to adjust university curricula to strengthen instrumental competencies in specific disciplines and ensure comprehensive training that prepares students for the demands of the globalized and competitive job market. © 2025 Latin American and Caribbean Consortium of engineering Institutions. All rights reserved.