Search Results for
"Engineering education"

This study investigates creative pedagogical techniques to promote sustainability in online learning settings. It emphasises the importance of rethinking established tactics for engaging pupils in real-world sustainability concerns. The research focuses on strategies such as problem-based learning (PBL), project-based learning, and collaborative learning that improve critical thinking, problem-solving, and life skills. These techniques position students as engaged learners, encouraging a greater knowledge of sustainability. The challenges of student disengagement and outmoded technologies in online education are addressed by suggesting dynamic instructional approaches and interactive tools. The study also emphasises the need of assessment methodologies that go beyond standard testing, such as sustainability awareness, understanding, and community participation. Finally, the study emphasises the responsibility of higher education institutions to implement best practices. © 2026 by IGI Global Scientific Publishing. All rights reserved.

The development of education shows the importance of integrating science, technology, engineering, and mathematics (STEM) in schools and preparing teachers who are ready to implement STEM in the classroom. This study aims to describe prospective teachers' perceptions of STEM competencies through the collaborative reflective teaching practice (CRTP) model in micro teaching courses. The method used was qualitative using interview assessment and questionnaire of STEM perception. This study used an experimental design conducted with 3 activities (initial test, teaching practice, and final test). The initial test and final test used a STEM perception questionnaire. Teaching practice in the form of applying the CRTP model which consists of 4 stages, namely plan, simulation, implementation, and reflection. The results of the study describe that STEM competencies develop well with the CRTP model. The questionnaire results showed that 96.2% of respondents strongly agreed that the CRTP model had proven valid for developing STEM competencies of prospective biology teachers. This research contributes to educators who prioritize meaningful learning experiences for prospective biology teachers. The authors suggest that effective STEM competencies should incorporate five main components: i) reflection, ii) collaboration, iii) integration of interdependent STEM disciplines, iv) skills related to STEM disciplines, and v) integrative STEM teaching and learning. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

This research aims to explore the characteristics of practice-oriented training within universities and identify the psychological and pedagogical factors that influence the development of professional competencies in future specialists. A comprehensive combination of content analysis of training conditions for future professionals in higher education and an analytical review of the formation of professional competencies among teacher-psychologists in the context of educational system modernization were applied. The conclusions highlight the challenges of implementing practice-oriented training in Kazakhstan’s higher education system, detailing its forms and methods in preparing competitive and competent specialists. Additionally, the study addresses strategies for effectively organizing pedagogical conditions that foster the development of core competencies in future professionals within social and psychological fields. The findings are critical for educators educating future teacher-psychologists, as they emphasize practice-oriented methods during educational modernization. © 2025, Institute of Advanced engineering and Science. All rights reserved.

Online learning has been crucial since COVID-19, yet its effectiveness, particularly in physics education, remains debated. Understanding students’ motivation and problem-solving abilities in online environments is critical. This paper examined and presented the gender difference in motivation and problem-solving skills using an integrated online problem-based learning (iON-PBL) in a physics course. Developed using analysis, design, development, implementation, and evaluation (ADDIE) mode, iON-PBL module of physics guided students through problem-solving activities over 13 weeks. A post-test–delayed post-test design was used to assess retention of motivation and problem-solving skills. The study involved 116 pre-university students from Universiti Malaysia Sabah (88 females, 28 males). Motivation was measured using the motivated strategies for learning questionnaire (MSLQ) (four components), and problem-solving skills were assessed with the problem-solving inventory (PSI) (three components). Data analysis was conducted using SPSS version 28. Findings showed a significant gender difference in the ‘cognitive strategy’ component of motivation at the post-test, favoring female students. However, this difference was not sustained in the delayed post-test. In contrast, no gender difference was found in problemsolving at the post-test, but females scored significantly higher in ‘personal control’ in the delayed post-test. These findings suggest that female students are more likely to maintain cognitive strategies and personal control in online learning. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. © 2025, Institute of Advanced engineering and Science. All rights reserved.

In the dynamic and complex context surrounding the fourth and fifth industrial revolution, dominated by volatility and uncertainty, the importance of communication training, particularly in developing soft skills, is evident. This study advocates for the inclusion of these competencies in higher education and professional training in communication, ensuring they align with the current needs of the Spanish labor market. The gap between the competencies taught and those required by employers is examined to strengthen the connection between academic training at university level and work adaptability. The research examines the gap between the skills taught and those required by employers, aiming to strengthen the connection between university education and workplace adaptability. It emphasizes the need for greater alignment between academic profiles and job demands, proposing comprehensive search and analysis methods for improvement. Additionally, the study underscores the significance of communication training in preparing students for both present and future challenges. Adaptability and continuous updating of soft skills are essential for maintaining professional competitiveness in today’s era. © 2025, Institute of Advanced engineering and Science. All rights reserved.