Search Results for
"Engineering education"

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/ Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued “warm” social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students. © 2025 Coté et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

A study of electric vehicle (EV) education is essential for its implementation in a country. The researchers analyzed databases on EV education studies accredited by mandatory journal platform from 2004 to 2024. Based on the findings, up to 42 prior studies may be linked to EV teaching strategies. The purpose of the study is to determine how to create an EV education-based curriculum that centers on four research concerns. According to the data analysis results, Research Cluster 2 (RC2), Research and Development (R&D), and Project-Based Learning (PBL) are the most commonly used research methodologies in the past (RQ1); there are differences between ‘developed’ and ‘developing’ countries concerning the policy, finance, teachers, knowledge, facilities, and students’ preparedness for multidisciplinary studies (RQ2); graduate degrees in electrical, mechanical, and mechatronic engineering are a suitable educational level to be integrated with EV education (RQ3). The researchers will analyze the findings of this study to determine the most effective strategy for EV education in developing country (RQ4). Lastly, the researchers discuss various constraints and potential directions to advance suitable EV education in ‘developing countries’ like Malaysia. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The study aims to develop and examine the Project-Building Information Modeling (Pro-BIM) instructional strategy in improving BIM literacy for students in the fields of architecture, engineering, and construction. The participants consisted of two industrial BIM practitioners, two CEE instructors and 28 students enrolled in designed course were selected purposively for convenient sampling. This study adopted Design-Based Research (DBR) method. Data collection techniques included: (1) observation, (2) interview, (3) FGD, (4) test, and (5) documentation. Qualitative data analysis techniques were data collection, data presentation, and conclusion while quantitative data analysis techniques included descriptive analysis. The results indicated that: (1) analysis and exploration were literature review, design analysis, cost, and sustainability, (2) design and construction included six steps of Pro-BIM and the increasing of student’s BIM literacy, and (3) evaluation and reflection included FGDs producing positive perceptions of students, lecturers, and educational practitioners. This study concludes that the Pro-BIM learning strategy is effective in improving BIM literacy among AEC students through the integration of BIM technology into relevant courses. The study indicates that the integration of Pro-BIM learning strategies into the AEC higher education curriculum improves student’s understanding and skills in applying BIM technology. © 2025 TEMPUS Publications.

In the context of rapid development of digital technologies and their integration into the educational process, the implementation of the STEM approach in teaching technical and natural sciences becomes particularly relevant. The combination of Science, Technology, engineering, and Mathematics creates a powerful toolkit for developing practical skills and spatial thinking in future professional education teachers. Three-dimensional modeling of geometric figures is a prime example of an interdisciplinary approach, where mathematical concepts are implemented in a digital environment using modern technologies. For future professional education teachers, such an approach is particularly important as it allows them to develop technical skills and methodological competencies simultaneously. The article examines the theoretical foundations and practical aspects of implementing the STEM approach in the process of learning 3D modeling using the graphic editor AutoCad, as well as investigates the impact of this approach on the development of professional competencies of future specialists. © 2025 by the authors.

The article deals with the problem of modeling classes in the educational process of training bachelor in Information Technology. The article aims to analyze successful practices in the framework of competence-based learning used at leading US higher education institutions and to identify the most effective methods and forms used for high-quality professional training for a bachelor in Information Technology. The authors have analyzed examples of modulated educational situations such as virtual laboratories, real-world projects, research and development activities, and simulation games. Real-life examples of integrating simulation into a course structure at US universities have also been analyzed. The examples have been based on modern approaches to teaching in Information Technology, which allow students to develop the necessary competencies for innovative professional activities and research in this area. The article also highlights the peculiarities of each of the methods of educational situation modeling and specifies their impact on the effectiveness of the educational process. Based on the analysis, further research is planned on the possibility of successful implementation of educational situation modeling in the framework of professional training of students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Purpose: This study examines the influence of disciplinary differences and applied practices between architecture and engineering on students’ cognitive and affective responses to online education systems by employing the Technology Acceptance Model (TAM). Design/methodology/approach: A questionnaire addressing the aimed TAM constructs is conducted with 483 architecture and engineering students. Partial least square structural equation modeling (PLS-SEM) is used to test the direct and indirect relationships between students’ attitudes towards using (ATU), perceived usefulness (PU), perceived ease of use (PEOU) and system quality (SQ) based on disciplines’ diverse learning methods and approaches. Findings: This research shows that online education systems’ quality (SQ) influences students’ attitudes toward using (ATU) directly and indirectly. The strongest relationship is observed between system quality (SQ) and perceived ease of use (PEOU), proving that online education adoption is strongly linked to the environment’s quality where applied practices are conducted. Architecture students’ attitude is significantly shaped by the system’s visual and interactional attributes parallel to constructivist and experiential learning. Oriented towards multidimensional problem-solving, engineering students’ attitude is mainly influenced by their efficiency and productivity. Originality/value: This research contributes to the knowledge of technology acceptance in online education by exploring students’ attitudes and the less-examined differences between architecture and engineering disciplines. Emphasizing the impact of system quality on online education concerning applied practices, the study also underlines the possible shortcomings of the generalization of approaches. The findings offer insights into tailoring online education more inclusively and effectively by considering discipline-specific applied learning methods. © 2025, Emerald Publishing Limited.

Industry 5.0 (IR 5.0) is transforming the engineering profession and creating a need for new skills and knowledge. Here are some key areas where engineering education can be adapted to prepare students for the IR 5.0 era: interdisciplinary skills, digital skills, design thinking, entrepreneurship, and sustainability. By adapting engineering education to meet the needs of the IR 5.0 era, educators can prepare students for careers that leverage the latest technologies and enable them to make a positive impact on society. Additionally, industry-academic partnerships can help bridge the gap between academia and the workforce by providing students with real-world experiences and opportunities to work on cutting-edge projects. © The Institution of engineering and Technology 2025. All rights reserved.

This paper presents an analysis of learning outcomes presented within the engineering subject specification that caters to students between the age of 12–15 years in the Republic of Ireland. The subject is the result of a recent curricular reform that included a redesign of all mainstream subjects delivered in the first 3 years of second-level schooling in Ireland. The study investigates the alignment between stated aims of the subject and its corresponding learning outcomes using content analysis methodology. Learning outcomes are categorised in alignment the Tuning-AHELO Framework, which outlines competencies associated with the engineering profession. Findings reveal both alignment and divergence between the aims of the subject specification and the included learning outcomes. When considered within the categories defined by the Tunning-AHELO Framework, learning outcomes exhibit a distinct focus on ‘engineering Practice’, which is centred on manufacturing activities. Comparatively, few ‘engineering Science’ and ‘Design’ learning outcomes were observed. The findings are considered within the ongoing reform of the subsequent Senior Cycle engineering curriculum with a view to enhancing alignment with broadly established engineering competencies and supporting future curriculum development. ©, Engineers Australia.

To address the underrepresentation of Māori women in engineering and engineering trades, it is imperative to understand the experiences of those already engaged in these fields. This study focuses on the lived experience of five Māori women in New Zealand and hopes to inspire more Māori women to join these professions. The study explored three pivotal phases of women’s lives through in-depth interviews: background and upbringing, experiences during education, and encounters in the profession. The research aims to identify barriers encountered by these women and the strategies they employed to navigate their journeys. Common themes, which emerged from this study include identity development, stereotyping, cultural identity, determination, and support and encouragement. Lack of information about different careers in schools has resulted most participants taking an indirect pathway to their professions. This underscores the significance of offering timely career guidance in schools about different professions. The study also highlights the importance of dismantling gender stereotypes from an early age and engaging in hands-on activities to ignite women’s interest in engineering and engineering trades. These stories illustrate how resilience and support networks empower women to achieve professional success, emphasising the significance of respecting cultural identity for fostering equity and inclusion. ©, Engineers Australia.

The purpose of this study is to design a creativity assessment device that is valid and reliable and able to provide opportunities for students to evaluate their abilities. This research is development research using development methods with ADDIE stages. This study uses a quantitative descriptive approach. Non-test self-assessment worksheets are used in the creation of creativity tools. The validity of the data was assessed by the expert's team with assessment aspects covering material, construction, and language aspects. The Aiken equation with the coefficient V Aiken is used as a decision rule in determining the validity of the instrument. This study involved 5 expert teams and 72 building engineering vocational students in Surakarta as research respondents. The results showed that the self-assessment-based creativity assessment instrument was valid and reliable so it was suitable for use by vocational students. This study provides a significant contribution to educational assessment in vocational schools, especially in the aspect of creativity needed to support entrepreneurship. The existence of a valid and reliable self-assessment-based creativity assessment instrument allows students to better recognize and develop their creative abilities independently. This instrument also provides insight for teachers and institutions in designing teaching programs that are more in line with the needs of increasing creativity. The results of this study have the potential to direct educational policies that emphasize the development of creative and entrepreneurial skills in vocational schools, which can ultimately improve the quality of graduates so that they are ready to compete in the world of work and entrepreneurship. © 2025, Qubahan. All rights reserved.