Search Results for
"Engineering education"

This study developes and validates an Automation Studio-based critical thinking assessment instrument for electrical engineering students, focusing on the ladder diagram concepts in automation control systems. The multiple-choice instrument emphasises the significance of critical thinking in engineering education, particularly in the design and analysis of logic control systems. A quantitative methodology was employed with content validation conducted by experts, in addition to construct validity and reliability analysed statistically using SPSS. Out of the 45 items, 35 were deemed valid with item correlation values exceeding the significance threshold (r > 0.3). The reliability, measured using Cronbach's alpha, was 0.926, indicating excellent internal consistency. Difficulty levels and question differentiation confirmed the efficacy of the instrument in assessing critical thinking skills. This study contributes to the development of technology-based critical thinking evaluation tools that are appropriate for contemporary engineering education. Future research directions include adapting the instrument to other engineering disciplines, and refining it through broader population testing.The findings underscore the relevance of validated and reliable instruments for fostering critical thinking among engineering students. © 2025 Endryansyah Endryansyah et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.The article is published with Open Access at https://www.temjournal.com/

This study aims to examine the impact of using Programmable Logic Controller (PLC) training kits on students’ PLC programming competencies, with particular emphasis on the role these kits play in enhancing creative thinking skills. The 21st This preliminary study employed a within-subject experimental research design, specifically a factorial design, involving two groups of participants: a control group and an experimental group. The control group used simulation software, whereas the experimental group engaged with physical PLC training kits. The subjects were 238students from five universities in East Java, Indonesia, control group (116) and experimental group (124). There was a difference in students’ creative thinking between the high and low creative thinking student in PLC programming test score, on both learning media. However, there was no interaction between the kind of learning media and the level of creative thinking. Training kits did have a positive effect on outcomes of learning, and creative thinking appeared to outweigh the type of learning tools with regards to the programming ability. century is recognized as an era of continuous learning, significantly influencing the education sector, particularly in Electrical engineering education. Graduates are now expected to become not only professional and effective vocational educators but also competent industry practitioners. The same applies here also regarding educational engineering which should address the pedagogical route to enabling creative thinking in students along with actual work tool engagements. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All rights reserved.

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and Vocational education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.

To better apply information technology in vocational education and enhance the quality of skilled talent training, the article constructs a dual-coding analysis framework for higher vocational classroom teaching behavior. It conducts S-T analysis and classroom interaction matrix analysis on nine high-quality higher vocational classrooms characterized by information technology empowerment, refining the teaching models of high-quality higher vocational classrooms under different course types. Then, using lag sequence analysis, it identifies typical teaching behaviors and the characteristics of teaching behavior sequences. Finally, the article proposes strategies to optimize information technology-enabled higher vocational classrooms from three aspects: the creation of teaching environments, the construction of teaching strategies, and the development of teaching resources, with the aim of optimizing teaching efficiency and improving the quality of talent training. © 2025 IGI Global. All rights reserved.

The challenges of computer science university education in terms of the students' unsufficent awareness of the value of mathematical knowledge and algorithmic thinking for their professional development are discussed in the paper. It is pointed out that significant cognitive facilities of mathematics as a science and as a powerful tool for explorations are applied insufficiently and too abstractly in university training, which does not allow the students to appreciate its great potential for them as future computer scientists. In this connection, exploration activity in the field of polygonal numbers is offered as a sample of integration of algebra, geometry and computation that brightly demonstrates cognitive power of mathematics and its application to real-life problems. The said exploration activity is based on the investigation of various properties of polygonal numbers along with elaboration of proper didactic and computer tools to make students involved in their own investigations of these numbers' characteristics. In accordance with its goals, the paper highlights author's obtained relations among flat polygonal numbers and explorations of their properties as algebraic systems which makes a theoretical framework for the work. Based on this framework, the proper computer models are developed and necessary didactic support for the students' engagement into computational and algorithmic explorations are elaborated and presented. Finally, there were investigated the benefits of the developed tools for the pre-service IT-specialists in terms of their awareness of math and algorithms value in their future professional activity. The levels of formation of the IT-specialists' awareness of mathematical knowledge value for their future career are determined. The survey and monitoring program were prepared and held which showed the changes in the distribution of the computer science students by the levels of the said awareness. The prospects of further research are outlined in terms of doing the empirical research for the verification of the impact of polygonal numbers explorational activity on the students' motivation to learn mathematics and algorithmization. © Published under licence by IOP Publishing Ltd.

The article considers implementing a competency-based approach in teaching astronomy and astrophysics in general and specialised educational institutions. competency-based learning facilitates not only knowledge acquisition but also the development of key skills, including critical thinking, research and digital competencies, analytical abilities, communication skills, and teamwork. Special attention is given to the use of interactive technologies, particularly virtual laboratories, simulations, and digital tools, which enable students to observe and analyse astronomical phenomena even remotely. Programmes such as Stellarium, Universe Sandbox 2, and others open up opportunities for a deeper understanding of complex astronomical processes and contribute to the formation of students' scientific worldviews. The article also examines methods of organising laboratory work and research projects aimed at modelling cosmic phenomena, analysing the physical characteristics of stars, and calculating planetary orbits. The use of modern technologies in teaching allows for high-quality material assimilation, increased student motivation, and the integration of interdisciplinary knowledge. The research results confirm the effectiveness of the competency-based approach, which ensures the development of necessary skills for successful student adaptation to modern technological society and their preparation for further scientific or professional activities. © Published under licence by IOP Publishing Ltd.

An information system that facilitates the search for first jobs and internships by students of higher education institutions has been developed in the form of a web application. The corresponding platform, among other things, ensures interaction between students, employers, internship supervisors from the educational institution and a person authorised to sign on behalf of the higher education institution. The paper describes the architecture of the system, its functionality, and analyses of similar platforms. Particular attention is paid to the issue of automating the process of selecting a practice base. The development is an example of the introduction of information technology into the educational process and can be adapted for other educational institutions. © 2025 IEEE.

This paper firstly analyzes the limitations of current operations research teaching, including over-reliance on mathematical derivation, disconnection between cases and practical problems, and weak practical ability of students. On this basis, it is proposed to integrate AI optimization methods such as machine learning, genetic algorithm and deep reinforcement learning into the curriculum system, and improve students’ optimization decision-making ability and innovative thinking through intelligent computing tools, dynamic case generation and adaptive learning platforms. In the teaching practice part, two typical cases are designed: (1) Intelligent logistics path optimization, combining traditional operations research model and AI algorithm to solve the real distribution problem; (2) Deep learning-driven supply chain forecasting, which cultivates students’ interdisciplinary application ability through project-based learning. In addition, the research proposes an innovative path combining heuristic teaching and AI technology, emphasizing problem guidance and algorithm correlation to help students systematically master knowledge. The research results show that the introduction of AI technology significantly improves the practicality and cutting-edge of operations research teaching. On the one hand, the intelligent algorithm simplifies the complex calculation process, making students more focused on model construction and decision analysis; On the other hand, dynamic cases and personalized learning enhance student engagement and problem-solving skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

In K-12 education, scientific literacy helps students understand natural phenomena and develop critical thinking for future challenges. STEM education integrates science, technology, engineering, and mathematics to promote interdisciplinary learning. However, current STEM practices often lack feedback mechanisms, overlook productive failure, and ignore misconceptions. Error correction is a potential teaching method that focuses on students’ errors in learning, and can facilitate the change of misconceptions. This study proposed an error correction strategy-based STEM model (ECS-STEM model) and explored its effects on students’ learning motivation, STEM project outcomes, and cognitive network structures. Seventy primary school students aged 11 to 12 participated in the study, of whom 33 were in the experimental group, which utilized the ECS-STEM model, while 37 were in the control group, which followed the traditional STEM (T-STEM) model. The results showed that students using the ECS-STEM model performed better than those using the T-STEM model in terms of STEM project outcomes and learning motivation. In addition, epistemic network analysis showed that the ECS-STEM model promoted students’ reflection on experimental operations and principles, enabling them to question erroneous operations or concepts. Therefore, this study provides valuable insights and guidance for future exploration of effective STEM teaching and science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Grounded in “The Race Between education and Technology,” this book uses multisource data to analyse the evolving labour market for college graduates, interpreting how the relationship between humans and automation shifts from competition to coexistence, which is reshaping skill demand, education policy, and labour market in China and abroad. In examining the competition between humans and automation, the authors analyse how automation is pushing graduates out of informal employment, reshaping their career paths, and changing labour market structures. They also explore the impact of automation on skill demand, distinguishing between general and specific skills and highlighting how technological advancements are driving the evolving requirements of the labour market. The discussion then moves from competition to coexistence between humans and automation, highlighting the crucial role of education policy in managing human-automation substitution. The authors contend that rather than simply displacing human workers, automation can be integrated into the workforce in a way that promotes coexistence and even synergy between human skills and technological innovation. This book advances the traditional understanding of the relationship between technology, labour market, and education. It will appeal to scholars and students who are interested in the economics of education and labour economics. © 2026 Peikang Zhang, Huailiang Liang, Xuanyu Chen and Yuxuan Qin.