Search Results for
"Engineering education"

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings. © 2025 by the authors.

The intensifying integration of engineering, science, and education, along with the growing requirements for graduates’ professional competencies, underscores the need for innovative and systematically structured approaches to engineering education. One such approach is the corporate model, which involves coordinated actions of all educational stakeholders and the integration of students into real industrial environments. This study proposes an adapted model of work-integrated learning based on a corporate approach, implemented in the engineering programs of a university in Kazakhstan. Unlike many models described in the literature, the emphasis is placed not only on industrial practice but also on comprehensive resource and organizational coordination between universities and companies. The model incorporates principles of institutional partnership, joint program design and assessment, and is supported by empirical analysis of company attractiveness factors, interaction formats, and the evaluation of four workplace dimensions. The pilot implementation of the model demonstrated an improvement in students’ skills ranging from 5.46% to 16.74%. A total of 91.67% of students positively assessed the organization of workplace learning, and 83.33% highlighted the overall attractiveness of the model. The effectiveness of the model was confirmed using t-tests and one-way analysis of variance (ANOVA). The findings suggest that this model can be recommended for implementation in engineering programs of universities in developing countries. © Authors.

This study proposes and evaluates a tri-dimensional model for online learning in response to disruptions caused by a global health crisis. It examines learners’ attitudes, student and community stakeholder satisfaction, and differences in academic performance between STEM and non-STEM students. A total of 288 undergraduate students enrolled in business and technology programs participated in the study. Utilizing a mixed-methods approach, the study explores three core dimensions: (1) learners’ attitudes toward online learning, assessed using the uses and gratifications theory (UGT), focusing on cognitive, affective, and social needs, and analyzed using structural equation modeling (SEM); (2) student satisfaction and community feedback on online marketing deliverables, measured using descriptive statistics; and (3) comparative academic performance across disciplines, evaluated using inferential statistical tests. The findings reveal that all UGT variables significantly influence learners’ attitudes. Students expressed high satisfaction with the model’s real-world relevance, and community stakeholders reported similar satisfaction with the student-generated outputs. Furthermore, STEM students achieved significantly higher academic performance than their non-STEM peers. © 2025 by the authors of this article.

This research developed a problem-based worksheet (PB-Ws) model integrated with a learning management system (LMS) for the pneumatic course, targeting improvements in students' critical thinking and problem-solving skills. The study employed a four-phase design-based research (DBR) method: needs analysis, design planning, development, and reflection. The PB-Ws was validated by three expert validators. Data collection methods included interviews, observations, literature studies, and documentation. Results demonstrated that the PB-Ws model achieved a high feasibility level, particularly in the context (curriculum alignment and goal relevance), design, and language aspects, each scoring 4.0. However, input (adaptability to student characteristics) and process (implementation clarity and evaluation suitability) scored 3.7 and 3.3, suggesting areas for improvement in evaluation mechanisms and promotion of higher-order thinking skills (HOTS). This is because, although the model aligns with educational needs and standards, enhancements in cognitive challenge are necessary to maximize its effectiveness. The development of the PB-Ws model, integrated with LMS, significantly impacts vocational education by providing a structured, interactive, and accessible learning experience, supporting the cultivation of 21st-century skills in mechatronics and pneumatic systems. © School of engineering, Taylor’s University.

NoSQL databases are essential for managing modern data-intensive applications. While SQL education is a crucial part of the software engineering and computer science curriculum, it is insufficient in addressing the rise of big data and cloud infrastructures. Despite extensive research on SQL education, there is limited exploration of NoSQL education, particularly in teaching methods and data models. This study addresses this gap by conducting a systematic literature review on NoSQL database education, aiming to assess current research, teaching practices, models, tools, scalability, and security mechanisms while offering a framework for integrating NoSQL into academic curricula. Out of 386 articles, 28 were selected for detailed analysis, focusing on NoSQL teaching methods, models, and curriculum development. Findings revealed that document-oriented and graph databases, especially MongoDB, Cassandra, and Neo4j, are the most taught. The project-based learning approach was the most common teaching method. Challenges identified include adapting to technological advancements, addressing diverse student needs, and the shift to online learning. This review contributes valuable insights into NoSQL education and offers recommendations for improving teaching practices in software engineering curricula. © 2025 The Author

This chapter explores the transformative role of technology in fostering student engagement in higher education. By leveraging innovative digital tools and platforms, institutions can create inclusive, interactive, and personalized learning experiences that address the evolving needs of 21st-century learners. The chapter examines the theoretical foundations of student engagement, the impact of emerging technologies, and practical strategies for implementing these tools in higher education. It also highlights best practices, and future trends to guide educators, administrators, and policymakers in creating technologically enriched environments that support academic and personal growth. © 2026, IGI Global Scientific Publishing. All rights reserved.

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States. Transforming Undergraduate STEM education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education. © National Academy of Sciences. All rights reserved.

Introduction. The discussion about project-based learning centers on the challenges of interrelation between higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization. Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced engineering Schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them. Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented. Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners. © Мельник А. Д., Меренков А. В., Сандлер Д. Г., 2025. The content is available under a Creative Commons Attribution 4.0 License.

The uncertainty of global challenges demands that the education sector prepare human resources and equip them with higher-order thinking skills (HOTS). At the same time, the rapid advancement of technology requires education to manage classrooms effectively by integrating appropriate learning approaches, models, and media along with technological developments in the teaching and learning process. One of the approaches currently being developed is the deep learning approach, which emphasizes three main aspects: mindfulness, meaningfulness, and joy. However, this approach has not yet been widely implemented in classrooms. Therefore, this study aims to analyze the effect of the deep learning approach in the undergraduate Mechanical engineering education program at the State University of Surabaya, in combination with a project-based learning model supported by a STEM-based diesel engine trainer, to improve HOTS. The study involved 56 students divided into control and experimental classes. The results showed a significance value (Asymp. Sig. 2-tailed) of 0.002, which is less than p < 0.05, indicating a statistically significant difference. The experimental class achieved an average N-Gain score of 0.73 or 73.27%, which falls into the high category. Furthermore, the estimated effectiveness of the N-Gain score is categorized as moderately effective in improving HOTS. © The Authors, published by EDP Sciences, 2025.

This study addresses the critical need to understand how engineering students perceive the relevance of engineering management education in preparing them for these multifaceted roles. Specifically, this research evaluates the perspectives of undergraduate engineering students in the Philippines regarding the significance of engineering management in their respective disciplines, its role in skill development, and the challenges encountered. A mixed-methods approach was employed, gathering data from 396 undergraduate engineering students through surveys, brief written responses, and interviews. Findings indicate that a significant majority of students hold favorable impressions, with 86.8% believing the knowledge gained will be valuable and 84.5% affirming that the course develops essential analytical and critical thinking skills. Students generally recognize the importance of engineering management in fostering fundamental abilities crucial for their future careers. However, a notable challenge is the perceived workload, with 52.7% of students finding management-related coursework demanding. The research illustrates the importance of integrating well-designed engineering management education within engineering curricula. The findings highlight the importance of equipping future engineers with the managerial expertise and soft skills the complexities of the 21st-century workforce and inform strategies for curriculum enhancement. © 2025, PT Mattawang Mediatama Solution. All rights reserved.