Search Results for
"Engineering education"

Neurodiverse learners (ND) have a unique perspective on Generative Artificial Intelligence (Gen AI). Because they often face challenges in traditional educational settings, they are among the first to adopt new technologies and are eager to see how Gen AI can improve their learning experience. ND learners may struggle with sensory overload, social interactions, and executive functioning. Gen AI can help address these challenges by providing personalised learning experiences by modifying information resources to match the learner's abilities. Applications of Gen AI that can support ND learners in VET education include tools that adapt to each learner's individual learning style or create accessible learning materials such as text-to-speech and speech-to-text transcriptions and visual representations of learners’ ideas. However, educators need to also consider the challenges and limitations of Gen AI and to balance Gen AI-assisted learning with opportunities to develop critical thinking skills and creativity. Therefore, the perspectives of ND learners on Gen AI can be usefully applied to inform VET curriculum development and pedagogy. An online survey was used to gather the perspectives of tertiary ND learners on Gen AI. They were asked about their experiences with Gen AI, their perceptions of the potential benefits and challenges of using Gen AI in education, and their suggestions for ways Gen AI use would improve learning experiences. This research suggests that Gen AI has the potential to be a valuable tool for ND learners, but it is important to be aware of the challenges and to use these tools responsibly. These findings inform VET curriculum development and pedagogy in several ways. For example, the research identifies specific ways in which Gen AI can be used to address the academic needs of ND learners, informs the development of more inclusive and accessible teaching practices and can be used to raise awareness of Gen AI's potential to improve the learning experience of ND learners. This information can be used to inform the development of more inclusive and effective teaching practices, the development of Gen AI powered learning tools, and policy changes that support ND learners in VET education, including the growing international focus on supporting ND learners reflects a global shift towards more inclusive educational practices across various learning environments, including vocational education and training. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter presents a case study investigating the student experience with AI-assisted situational analysis using the SWOT approach in construction management education. The study focuses on third-year Bachelor of Construction and Graduate Diploma in Construction Management students enrolled in a “Complex Construction” course. The aim is to enhance students’ situational analysis skills by integrating ChatGPT for SWOT analysis tasks. The spiral of inquiry facilitated the data collection process by providing opportunities to gather data generated through demonstrations, presentations, group discussions, questionnaire surveys and evaluation of student work where relevant based on the nature of a given stage and its objectives. Findings suggest that AI-assisted SWOT analysis enables a broader understanding of a given topic relevant to the construction management domain and encourages critical thinking among students in collaborative settings. This study has implications for promoting technology-enabled teaching and learning in construction management education and industry readiness. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

The OLIVE (Online Learning and Interactive Vocational education) project proposes a novel interdisciplinary framework to address the fragmentation and opacity of competency-based educational systems. It introduces a visuo-cognitive approach to academic guidance using the metro map metaphor. Drawing on research in cognitive metaphor theory (Lakoff and Johnson, 2003), educational semiotics (Sander, 2024), and visual knowledge representation (Burkhard, 2004; Shahaf et al. 2012; Wallinger, 2020), OLIVE leverages AI, UX/UI design, and semantic web technologies to develop a dynamic, navigable model of educational pathways. The project’s ambition is to enhance the accessibility, modularity, and personalization of academic trajectories across French and Brazilian educational ecosystems. This paper presents the project’s theoretical foundations, methodological structure, and expected impacts. It also explores OLIVE’s ambition to foster the creation of a double-degree program based on the master’s curriculum Management et Valorization de l’Information Numérique – MAVINUM at Université Paul-Valéry Montpellier 3, which specializes in data, knowledge, and digital information professions should summarize the contents of the paper in short terms, i.e. 150–250 words © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This study investigates the underlying mechanisms of Design Thinking and Project-Based Learning (DT-PBL) in engineering education through a grounded theory approach. Based on classroom observations and semi-structured interviews, four interdependent dimensions—self-confidence, reflective interaction, knowledge integration, and iterative refinement—were identified, forming a closed-loop learning ecology. The findings reveal that DT-PBL operates as a recursive, dynamic process: self-confidence drives participation, reflection deepens understanding, and iteration progressively transforms knowledge into actionable insights. Beyond generating project deliverables, DT-PBL cultivates reflective judgment, integrative thinking, and sustainable problem-solving competencies vital for contemporary engineering practice. This study contributes a theoretically grounded and pedagogically actionable framework for advancing DT-PBL implementation in higher education. © 2025 SEFI.

The integration of digital fabrication technologies such as 3D modeling and 3D printing (3DMP) remains limited in vocational teacher education, despite their growing relevance in modern manufacturing and engineering industries. Pre-service vocational teachers (PSVTs) often lack structured opportunities to effectively develop the competencies needed to teach these technologies. This study investigates PSVT’s perceptions of a 3DMP-integrated instructional module designed for automotive component prototyping. Thirty-two students enrolled in the Vocational Automotive Technology education program at Universitas Negeri Semarang participated in hands-on activities using Shapr3D for modeling and 3D printing automotive components. Employing a mixed-methods design, this study combined pre- and post-surveys with qualitative reflections to evaluate changes in technical competencies and perceptions of the learning experience. Qualitative reflection in this study focuses on challenges and experiences related to 3DMP. The findings demonstrate significant improvements in students’ knowledge and skills related to 3D modeling and printing and positive perceptions of the experiential, practice-based approach. The integration of 3DMP enhanced students’ understanding of design processes, fostered collaboration, and increased their readiness to deliver industry-relevant instruction. These results highlight the importance of incorporating digital fabrication technologies into vocational teacher education to support innovation and prepare future educators for Industry 4.0 environments. Implications for vocational teacher education include embedding 3DMP across methods courses and investing in laboratory resources and faculty development. Programs should also foster partnerships between schools and industry to sustain practice-oriented training aligned with Industry 4.0. © The Author(s) 2025.

Integrating the STEM method within the education 5.0 framework can markedly improve 21st-century skills in high school pupils by unifying science, technology, engineering, and mathematics into a comprehensive learning plan. This study systematically reviews how STEM education within education 5.0 frameworks specifically improves digital literacy, creativity, and collaboration skills in high school students. The novelty of this research lies in the integration of three crucial concepts that have never been comprehensively researched: STEM, education 5.0, and 21st-century skills. The research employs a systematic review methodology, analyzing existing literature to identify effective practices and outcomes associated with STEM education. The findings will demonstrate how STEM education enhances academic performance but also fosters creativity and innovation among students. By engaging in project-based learning and collaborative activities, students are better equipped to tackle real-world challenges, thus preparing them for future careers in a technology-driven environment. The conclusion reinforces the transformative potential of STEM education in preparing students for the demands of the 21st century while addressing the challenges and disparities that exist within educational systems. Future research should focus on developing innovative assessment tools that measure transdisciplinary learning and critical thinking skills, moving beyond traditional standardized testing methods. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

This title represents an essential resource for understanding the evolving landscape of AI-augmented pedagogy, examining the transformative effects of generative artificial intelligence (GenAI) on education through the lens of agile course design and project-based learning. Through a detailed analysis of diverse empirical case studies from eight countries between 2015 and 2024, the authors effectively illustrate the dual impact of GenAI on education, academic integrity, and teacher autonomy. They demonstrate how GenAI can enhance personalized STEM education and STREAM (Science, Technology, Reading and Writing, engineering, Arts and Mathematics) instruction, as well as project-based learning, while simultaneously presenting significant challenges. They provide a nuanced assessment of the opportunities and disruptions introduced by GenAI and offer concrete pedagogical strategies for teaching practitioners. This book serves as a vital reference for scholars in GenAI, educational technology and curriculum, and instruction. It also provides practical, ready-to-implement pedagogical approaches for pre-service teachers in higher education and primary and secondary schools. © 2026 Jijian Lu and Huifen Xu.

This study aimed to design and assess a skill training kit for industrial production processes to improve undergraduate mechatronics engineering students’ professional competencies. The learning activities provided in the kit were designed using the ADDIE instructional design model's stages, Analysis, Design, Development, Implementation, and Evaluation, to promote active participation, critical thought, experimentation, and ongoing assessment. The aim was to: (1) develop a skill training kit for industrial production processes, (2) assess the effectiveness of the skill training kit for industrial production processes, (3) analyze the difference in professional competencies of learners in the experimental group as compared to control group, and (4) determine the level of satisfaction experienced by learners using the industrial production process skill training kit. A purposeful sample of 28 undergraduate students enrolled in the first semester of the 2025 academic year participated in this study. All students had obtained prior instruction in Programmable Logic Controllers and Sensors, and Control Devices. The study instruments included the training kit, instructional manuals, work checklists, performance tests, competency tests, and satisfaction questionnaires. Data were analyzed using descriptive statistics (percentages, mean, and standard deviations). The study showed: (1) that the training kit had a very high quality (mean = 4.63), (2) the learning efficiency was above the threshold benchmark, (3) that students in the training kit experimental group significantly improved overall and domain-specific professional competencies (better outcome) than students in the control condition at the 0.05 statistically significant level., and (4) students had a high level of satisfaction with the training kit (mean = 4.49). Overall, a training kit systematically designed with improvement could enhance students’ practical skills, professional competencies, and learning satisfaction in a mechatronics engineering course. © The Author(s) 2025

The effective integration of environmental engineering principles (EEPs) into national systems is a critical lever for achieving sustainable development goals. This study investigates the systemic barriers and enabling strategies for incorporating EEPs into a key sector—higher education—within the context of Uzbekistan. A mixed-methods approach was employed, utilizing surveys and semi-structured interviews with 300 professors, administrators, and postgraduate students. The results reveal a significant gap between awareness and implementation: while 65% of faculty and 82% of administrators demonstrated high awareness of sustainability concepts, only 8% perceived the current curriculum integration as comprehensive. Critical barriers were identified, including an overcrowded curriculum (rated 4.6/5), a deficit in faculty expertise (4.4/5), and a lack of localized teaching resources (4.2/5). Conversely, stakeholders strongly favored (92% support) solution-oriented strategies such as project-based learning addressing real-world environmental problems. The study concludes that successful integration necessitates a systemic overhaul, not merely curricular additions. Key recommendations for policymakers and institutional managers include strategic curriculum redesign, substantial investment in faculty capacity building, and the development of context-specific educational resources that address Uzbekistan's pressing environmental challenges, such as water resource management and climate change mitigation. This systemic analysis provides a transferable framework for embedding sustainability principles into national educational structures to foster environmentally literate professionals. © 2025, Ecozone, OAIMDD. All rights reserved.

With rapid development of information technology, virtual simulation technology has gradually integrated into the teaching system of vocational colleges and has become an important means to improve teaching quality and effect. However, the existing teaching feedback mechanism is often single and lagging, and it is not easy to comprehensively and in real time reflect the teaching effect and students’ learning status. Therefore, this study aims to explore how virtual simulation technology can optimize the multi-level feedback mechanism in the information teaching of vocational colleges to realize the precise regulation and personalized guidance of the teaching process. Vocational colleges pay attention to cultivating practical skills, and virtual simulation technology can provide a working environment close to accurate, effectively making up for the shortcomings of traditional teaching. However, the lack of adequate feedback mechanism makes it difficult to maximize the teaching effect. This study constructed a multi-level feedback system based on virtual simulation technology, including three levels: real-time interactive feedback, phased evaluation feedback and comprehensive analysis feedback. In the experiment, we selected 1000 students and 50 teachers from three vocational colleges as the research objects and carried out a one-semester teaching practice. The experimental results show that after the introduction of a multi-level feedback mechanism, students’ academic performance has improved by 20% on average, their practical skills have improved by 25%, and their learning satisfaction has reached 90%. At the same time, teachers’ teaching efficiency has increased by 15%, and their teaching satisfaction has reached 95%. In addition, the accuracy rate of real-time feedback of the system reaches 88%, the accuracy rate of phased evaluation reaches 92%, and the accuracy rate of comprehensive analysis reaches 95%. Virtual simulation technology optimizes the multi-level feedback mechanism in information teaching of vocational colleges, which can significantly improve teaching and students’ learning effects, and provide strong support for innovation and development of vocational education. © The Author(s) 2025