Search Results for
"Engineering education"

Sustainability and green engineering are increasingly vital in mechanical engineering education as industries prioritize environmental responsibility, energy efficiency, and waste reduction. This study aims to review and synthesize current research trends, challenges, and implementation strategies concerning the integration of sustainability into mechanical engineering curricula. We used a systematic review approach using literature published between 2019 and 2024. Results indicate that although sustainability is recognized as important, its integration remains inconsistent due to curriculum gaps, limited hands-on experiences, weak industry collaboration, and insufficient faculty training. Proposed solutions include project-based learning, interdisciplinary courses, strengthened partnerships with industry, and the incorporation of green technologies such as carbon capture and circular economy practices. These strategies are essential because they bridge the gap between theory and real-world application. The findings highlight the need for standardized educational frameworks and enhanced collaboration. This review contributes to the development of curricula that prepare future engineers to address complex environmental challenges. © 2025 Bumi Publikasi Nusantara.

In light of Industry 5.0’s emphasis on human-centric approaches, future engineering education should prioritise the development of soft skills to complement students’ digital and technological competencies. This paper investigates the in-demand skills for Industry 5.0 and explores pedagogical approaches to foster these skills in engineering students. The identified skill categories include digital and technological proficiency, analytical and critical thinking, creativity and innovation, and communication and interpersonal skills. However, to date, no universal teaching model exists that holistically imparts all these skills. To address this gap, the paper introduces a new universal pedagogical model: the EPIC framework, which integrates Experiential, Paired, Inquiry-based, and Collective learning principles and provides examples of how this framework can be incorporated into engineering curricula to simultaneously cultivate all Industry 5.0 skills. Successfully implemented in engineering courses spanning different academic levels (Year 1 to Year 4), EPIC offers a promising framework for equipping students with the skills essential for thriving in the Industry 5.0 era. © 2025 by the authors.

This study investigates the efficacy of Problem-Based Learning (PBL) integrated with elearning methodologies within the context of automotive vocational education at a state university in Indonesia. Employing Covariance-Based Structural Equation Modeling (CB-SEM), we analyzed data collected from 80 undergraduate students enrolled in an automotive engineering program. These participants engaged in a comprehensive online learning ecosystem that included Learning Management Systems (LMSs), interactive digital tools, and virtual simulations. The findings indicate significant positive correlations among critical variables: student expectations had a substantial effect on both perceived quality (β = 0.82, p < 0.001) and perceived value (β = 0.76, p < 0.001), while perceived value notably influenced student satisfaction (β = 0.79, p < 0.001). Students reported heightened engagement with problem-solving activities (mean score of 4.2 out of 5.0) and enhancements in critical thinking skills (mean score of 4.1 out of 5.0) as a result of the integrated PBL-elearning approach. The model fit indices (RMSEA = 0.041, CFI = 0.993, SRMR = 0.047) further corroborate the effectiveness of the PBL and elearning combination in vocational education. These results suggest that the integration of PBL with elearning technologies significantly improves student learning outcomes and satisfaction within automotive vocational education, particularly in fostering practical problem-solving capabilities and technical skills. Future research endeavors should consider the application of this integrated approach across various vocational fields and examine its long-term effects on professional skill development. © 2025, Grand Canyon University. All rights reserved.

This study investigates the implementation of Project-Based Concern (PBC) to develop an English for Maritime coursebook (EMC) model for maritime aligned with Seafarers’ STSDD certification requirements. Following Gall et al (2007)’s model design, the research aims to create an interactive teaching material model suitable for a foundational English course tailored for seafarers. Twenty-five Seafarers and two experts were identified through questionnaires, interviews, and documentation, revealing ten thematic areas structured with twenty-seven subtopics. These thematic areas encompassed essential topics such as maritime communication, safety procedures, navigation, marine engineering, cargo operations, environmental awareness, cultural competence, legal aspects, health, and emergencies. Topics within these areas include theoretical knowledge, in-class exercises, and practical field assignments designed to enhance both individual and group learning experiences. These components were meticulously aligned with standards designed to enhance English language skills for maritime purposes among seafarers preparing for STSDD certification. The result of the EMC model, through PBC, tailored the guidelines to the unique contexts of maritime training. Effectiveness was assessed using the N-Gain Score, yielding a score of 0.86 (86.36%), indicating a significant improvement in language skills. The findings suggest that this PBC not only improves seafarers’ English for maritime language skills but also holds practical implications for onboard application. By incorporating PBC and specific materials, educators can optimize training programs to better equip seafarers for the linguistic demands of their roles and the requirements of STSDD certification exams. © 2025 by Authors, published by Studies in English Language and education.

The low levels of decision-making skills (DMS) and design thinking skills (DTS) among Industrial Design engineering students in Bali hinder their readiness to meet industry demands. This problem is compounded by students’ low self-efficacy in making career decisions and their limited exposure to authentic, collaborative, and interdisciplinary training. This study aims to address these gaps by implementing and evaluating a transformative multicultural education model as an innovative strategy to enhance DMS and DTS. Employing an experimental research design, the study involved 64 vocational schools (SMK) across Bali, selected to represent diverse cultural and socio-economic contexts. Data were collected through validated structured questionnaires measuring DMS and DTS, followed by quantitative analysis using descriptive statistics and MANOVA. The findings reveal that the transformative multicultural learning model produced a statistically significant improvement in both skill domains, fostering not only technical creativity but also culturally responsive decision-making. The novelty of this research lies in its integration of multicultural perspectives directly into the design thinking framework— positioning cultural diversity as an active driver of creative problem-solving rather than a passive background element. Furthermore, the approach embeds real-world project simulations grounded in local cultural values, bridging the gap between academic preparation and industry expectations. This combination of cultural adaptation, critical thinking, and collaborative design creates a robust foundation for inclusive, future-ready learning environments. The results suggest that transformative multicultural education can serve as a scalable, culturally relevant model for preparing students to navigate complex, globalized work environments while retaining local identity. © 2025 by the author(s).

This study investigates the integration of STEAM (Science, Technology, engineering, Arts, and Mathematics) and PBL (Project-based Learning) into pedagogical practice and investigates their impact on students' creative thinking. This research examines how a single case school integrates diverse educational objectives and technologies within a Tri-Phase STEAM PBL (TPSP) course. Using a quasi-experimental methodology, an 18-week TPSP course was implemented in an experimental group of 27 sixth-grade students. This group was contrasted with a control group of 56 students who received standard lecture-based education. To ensure consistency in education delivery, the experimental and control groups were taught by the same cohort of teachers. The PISA-based (Program for International Student Assessment) Creative Thinking Test was used as the research instrument to evaluate the differences in creative thinking between the experimental and comparison groups. Evidence indicated that students in the experimental group with STEAM PBL outperformed their peers in the comparison group in both overall social and scientific creative thinking. Specifically, the experimental group students' ability to generate diverse ideas (GD), generate creative ideas (GC), and evaluate and improve others' ideas (EI) were significantly improved. The experimental group students can think faster and divergently (GD) and develop unique and original ideas for problem-solving (GC). The student's ability to understand, evaluate, and improve others' ideas or products was also enhanced (EI). Evidence indicated that a well-structured TPSP can be used as a feasible and practical approach to improving students' creative thinking. © National Science and Technology Council, Taiwan 2024.

This book explores the crucial role of public acceptance in advancing green growth, decarbonization, and rapid advancements of renewable energy technologies. It shows that public acceptance is as critical as technological innovation, given the significant infrastructure, land use, and behavioral changes required for a successful transition toward a carbon-neutral society. It provides theoretical frameworks tested in real-life case studies from around the world. The authors analyze the main drivers and barriers to technology adoption in conjunction with the central role of public acceptance. This book also discusses the policies and measures needed to promote behavioral changes, highlighting both successful strategies as well as failures. Features: • Discusses all important topics surrounding public acceptance of renewable energy technologies. • Analyses and systematizes theoretical frameworks of public acceptance of renewable energy technologies. • Includes practical case studies to illustrate theoretical frameworks. • Presents inclusive policies and communication strategies that foster public acceptance of renewable energy technologies. • Provides empirical data from other studies and variations in acceptance across regions and demographic groups. This is a comprehensive resource for professionals, researchers, graduate students, economists, policymakers in the energy industry and environmental management, as well as for those interested in renewable energy usage and transition, sustainable development, and climate change mitigation. © 2026 Asta Mikalauskiene, Dalia Štreimikiene, and Ignas Mikalauskas. All rights reserved.

Nowadays, when the digital tide of the world is sweeping the world, the digital transition of the logistics industry is speeding up, and the demand for the professional of the logistics management is higher. As an important approach to enhance the quality of personnel training and to promote industry development, it is urgent to evaluate the effectiveness of the integration of industry and education, especially when it is empowered by digital technology. In this paper, Analytic Hierarchy Process (AHP) is used to evaluate the effectiveness of the integration of industry and education in the field of logistics management. Through the systematic analysis of the related theories, the determination of the evaluation index, the calculation of weights by AHP and the conformity test, and then the development strategy is proposed. © 2025 copyright held by the owner/author(s).

The study aims to explore the impact of artificial intelligence (AI)-powered chatbots in mobile teacher training, specifically in enhancing interactive learning. To achieve the objective, the researcher employed an experimental approach using a single-group (pre-post) design. The study sample consisted of 50 male and female secondary school teachers who received training based on chatbot applications over a four-week period. Following the training, the research instrumenta teaching skills scale was administered. This scale measured three key skills: interactive planning, the integration of technology in teaching, and interactive evaluation. The results revealed statistically significant differences between the participants scores on the teaching skills scale in the pre-and post-tests across all dimensions and the overall score. These differences favored the post-test results, indicating an improvement after exposure to the chatbot-based training program. Considering these findings, the study recom mends the development of ongoing professional training programs for teachers, particularly those incorporating innovative models such as chatbot applications. © 2025 by the authors of this article.

This research aims to formulate an internship model based on SMEs and Industrial Clinics to enhance the competencies of students in the Mechanical engineering education department within the context of the Merdeka Belajar Kampus Merdeka (MBKM) or Freedom of Learning Independent Campus program. The study employed a mixed-methods approach using a concurrent triangulation strategy. Data were collected through questionnaires, focused group discussions supplemented with observations, and in-depth interviews with respondents, including students, lecturers, and industry/SMEs partners. The data were analyzed quantitatively and qualitatively through data reduction, data presentation, conclusion drawing, and verification. The findings indicate that: (1) Industrial clinic development is initiated based on the relevance of vocational education to the workforce, particularly the industrial sector, including small and medium-sized industries. The relationship between education and the workforce, especially SMEs, fosters various schemes and strategies related to partnerships in technology development, human resource education and industry development, economic growth, and strengthening the business climate; (2) The development of industrial clinics is oriented towards integrating systems in higher education, innovation, and production processes in industries including SMEs, local governments, vocational high schools, and communities; (3) The characteristics of industrial internship implementation through industrial clinics include internship activities, independent studies, and/or independent research. Students carry out activities for a specific period, which can be recognized for up to 20 credits. © 2025 Author(s).