Search Results for
"Engineering education"

As developing economies embrace digital transformation to bridge educational gaps, the intersection of business strategy and educational development offers significant opportunities. This study explores how private sector engagement in e-learning can drive business growth and achieve development outcomes in Bangladesh's higher education sector. Through mixed-methods analysis of 780 stakeholders across institutions, we examine how educational technology strategies create shared value while addressing accessibility challenges in developing markets. Our findings show that well-structured e-learning implementations simultaneously achieve commercial viability and development impact. Six critical success factors were identified: administrative infrastructure, technological architecture, content development, instructor capabilities, learner characteristics, and social support. Infrastructure partnerships with balanced public–private investment sharing achieved 75% success rates, while content development collaborations enhanced learning outcomes by 35%. The study highlights three mechanisms supporting Sustainable Development Goals: innovative business models balancing viability with impact, public–private partnerships leveraging corporate expertise, and inclusive stakeholder engagement frameworks. Theoretically, we extend stakeholder value theory by demonstrating how complementary value creation can be optimized across multiple stakeholder groups in educational technology implementations. We contribute to business model innovation frameworks by identifying specific mechanisms through which sustainable value is created, delivered, and captured in developing market contexts. These insights are valuable for businesses entering emerging e-learning markets and for policymakers creating enabling environments for sustainable educational technology initiatives. © 2025 ERP Environment and John Wiley & Sons Ltd.

In this article, a new pedagogical model of the Flipped Classroom (FC) and problem-based learning (PBL) is developed for teaching hydrology to civil engineering students. The research was applied with a quasi-experimental design. The pedagogical methods were applied for a period of 10 years in a public university in Cuba (UC) and Mozambique (UM), and a private one in Peru (UP). The applied instrument proved to be reliable and valid, and the normality tests showed that there are significant differences in the new FC-PBL model compared to the traditional one. Greater satisfaction was demonstrated in the generic skills and degree of learning acquired in the students of UP, UC, UM of 89.92, 80.12 and 46.14 %, respectively. It was concluded that the new FC-PBL pedagogical model provides greater strengths for the training of civil engineers in higher education in the 21st century. © 2025 Instituto Mexicano de Tecnologia del Agua. All rights reserved.

The implementation of the manufacturing power strategy is a crucial plan for achieving the great rejuvenation of the Chinese nation through Chinese-style modernization. Industrial robotics is a core field in modern manufacturing, and cultivating craftsmanship among industrial robotics students is essential for promoting the transformation and upgrading of the manufacturing industry and fostering high-quality economic development. This study investigated the craftsmanship of industrial robotics students at a higher vocational college using the Craftsmanship Questionnaire for College Students in Higher Vocational Colleges developed by Deng Hongbao et al. The results indicated that the average score of industrial robotics students was 4.06±0.56, which is considered good. Although craftsmanship scores improved with grade level, the differences were not statistically significant (P>0.05). However, there were significant differences based on gender, student cadre status, and internship experience (P<0.05). Based on the analysis, the following recommendations are proposed: enhancing classroom teaching to improve craftsmanship cognition; emphasizing practical training to cultivate craftsmanship skills; and leveraging campus culture to internalize craftsmanship values among students. © 2024 Copyright held by the owner/author(s).

The exploration of signature pedagogies in selected arts and design disciplines has identified distinctive traits and concepts that are important to professional education in each field. This chapter discusses nine salient themes that characterise these pedagogies: the artist's voice, style and identity; interpersonal interaction and collaboration; reflection and reflexivity; technology-enhanced teaching and learning; linking, connecting and relating through synthesis and coherence; creativity; truthfulness, authenticity and trust; creative collaboration with other artists and designers; and the interplay between surface structure and deep structure. Based on these themes and the chapter topics, nine pedagogical issues are proposed for future exploration and development in the signature pedagogy framework. These are pedagogies of pioneers in the profession, generative apprenticeship, reflexivity, transition, artistic tradition and heritage, truth, evocative ambiguity, creative uncertainty and designerly formation. Collectively, these pedagogical issues inform three defining characteristics of signature pedagogies: first, what experts in the field do; second, how knowledge within the discipline is analysed, critiqued, accepted or refuted; and third, what constitutes the threshold concepts that shape the discipline. © The Author(s) 2025. All rights reserved.

In order to solve the problem of low efficiency and quality of enterprise software engineering talent cultivation, the design of personalized cultivation program for enterprise digital talents based on intelligent learning platform is proposed. The design adopts a layered design method, combined with artificial intelligence algorithms, and develops a platform containing functional modules such as course management, student learning tracking, interaction and feedback, data analysis and reporting. In order to verify the effectiveness and performance of the intelligent platform, professional testing software is used to test the functionality and performance of the platform and the traditional platform. The experimental results show that the functional coverage of the intelligentized platform reaches 98.0% (higher than the 92.0% of the traditional platform), and the error discovery rate is 0.5% (lower than the 2.3% of the traditional platform), which indicates that it has higher stability and reliability. In terms of test pass rate, the platform is 99.5% compared to 96.0% for traditional platforms, reflecting the high usability of the platform. In the performance test, under the simulated scenario of 1, 000 concurrent users, the average response time of the platform is 1.2s, while the traditional platform is 2.5s, reflecting the significant performance advantage of the platform. In terms of system throughput, the platform can handle 1500 requests per second, which is higher than the traditional platform. In terms of resource utilization, the utilization rates of the CPU and memory of the platform under high load are 70.0% and 65.0% respectively, while those of the traditional platform are as high as 85.0% and 80.0% respectively, indicating that the platform is more efficient in resource management. Conclusion: The intelligent platform outperforms the traditional platform in terms of function coverage, error detection rate, system throughput and other key indexes, which verifies its effectiveness and performance advantages in the modern education environment. © 2025 The Authors.

In order to solve the problem of unsatisfactory use of online learning system for urban rail transit communication signal course, the exploration of personalized learning system of artificial intelligence in the teaching of urban rail transit communication signal is proposed. In this paper, a personalized recommendation system is designed and implemented by combining data mining technology. The system first analyzes the user's learning behavior and dynamic features, and sets certain weights for each feature to complete the learning demand mining. Then, it matches the similarity between the learner's interest vectors and the learning resource feature vectors, and lists the optimal recommended resources after judgment. The experimental results show that 65% of the students improved their performance after learning online through the personalized recommendation system in this paper. Conclusion: The personalized learning strategy can meet the actual needs, and can effectively improve the user's learning experience and efficiency. © 2025 The Authors.

This research developed interactive media equipped with artificial intelligence (AI) chatbot features using the principles of cognitive load theory (CLT). The development method employed in this study consisted of several stages: analysis, design, development, and evaluation. The result of this development activity was an interactive medium that applied the principles of CLT and included a chatbot feature to assist students in learning adaptively and independently. The interactive medium was deemed feasible for use because the validation test results in the material aspect, language aspect, presentation aspect, and overall display aspect exhibited very good characteristics. Interactive media with AI chatbot features was expected to be an innovative solution for improving the quality of education and the student learning experience in the digital era. © School of engineering, Taylor's University.

This research aimed to develop science, technology, engineering and mathematics (STEM) education-based learning using an engineering design process with Training Packages for use in the Industrial Internet of Things (IIoT) in vocational Thailand. The purposive sample consisted of 134 participants who were vocational certificate students in Thailand, selected using a quasi-experiment framework with a one-group pretest and posttest design method. The research tool consists of 1) the training packages, 2) the achievement test, and 3) the student satisfaction assessment form. The statistical approaches involved the Mean (M), standard deviation (SD.), and t-test for the dependent samples. The research results found that 1) the evaluation result of the training packages is at a high level (M = 4.64, SD. = 0.13), 2) the evaluation result of the STEM education-based learning using the engineering design process is at a high level, 3) the learning achievement of students after studying is significantly higher than before studying at a statistically significant level of .05. (p<.05), and 4) the students are highly satisfied with STEM education-based learning using the engineering design process with training packages for Industrial Internet of Things (IIoT) (M = 4.50, SD. = 0.28). The practical implication of the developed STEM education-based learning is that it can effectively promote the knowledge and skills required for engineering skills. ©Authors.

Problem-solving competency is crucial for social development, especially in complex environments. In mathematics education, problem-solving enhances logic, creativity, and analytical skills, contributing to societal progress. This article identified quantitative information about important publications, authors, resources, and research trends on mathematics problem-solving in high school education using the bibliometric analysis method. The input data is a set of 334 publications from the Scopus database published over four decades from 1983 to 2023. The results show that this field has obtained increasing interest, particularly in the last five years, with the USA and Indonesia being the countries with the most publications and Santos-Trigo and Putri Rii being the most influential authors. Three research trends include problem-solving in teaching mathematics in high schools, especially in teaching geometry and algebra; developing problem-solving and computational thinking skills through STEM education, engineering education, and educational computing for students; and using information technology to solve mathematics problems. These results provide teachers and researchers with helpful information about solving mathematical problems in general education, thereby contributing to shaping and proposing effective research and educational strategies, new teaching methods, training programs, and appropriate educational policies. © © 2025 by authors;

Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity. © 2025, Institute of Advanced engineering and Science. All rights reserved.