Search Results for
"Engineering education"

As online learning environments become increasingly popular within engineering education, practitioners and researchers seek to enhance teaching and learning by better understanding the factors influencing students’ perceptions. This study aims to explore some of these factors by employing a multi-methods survey design, which included a Teamwork Satisfaction Scale, Online Collaborative Attitude Scale and an open-ended question. The participants are first-year engineering students (N = 94) in an online module that was developed and implemented during the COVID-19 pandemic. The quantitative results highlight overall positive student perceptions of teamwork satisfaction and collaborative attitude in the online environment. The qualitative results identify eleven elements of successful online collaboration. The findings also highlight multiple factors which have the potential to positively impact student perceptions of collaboration in online PBL settings. Additionally, the study presents a refined Teamwork Satisfaction Scale and Collaborative Attitude Scale. However, further refinement by way of an exploratory factor analysis is recommended. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little more than “one-off” and superficially assessed demonstrations of performance. Finally, they underplay the role and importance of the teacher as researcher and artist in putting the cultural resources of society to work in creative curriculum design and pedagogy. Teacher artistry is pivotal in animating and heightening the vitality of vocational curricula. It is through this artistry that teachers make theories, ideas and concepts in vocational subjects and disciplines accessible and meaningful to all learners in coherent ways in the contexts of their learning and their lives. The consequences of the epistemic faux pas underpinning centre-to-periphery models of curriculum design and development are highlighted in this article in vocational tutors’ accounts of experiences of problems and issues in curriculum design, development and assessment encountered in their practice. Participants in the research teach in a variety of vocational education settings, including Apprenticeships and Higher-Level Technical education; English Language at General Certificate of Secondary education (GCSE) level; Health and Social Care; Information and Communications Technology; Construction (Plumbing); Digital Production, Design and Development and High-Tech Precision engineering. Data are analysed and reported through systematic, thematic analysis This article draws upon qualitative data derived from a study funded by the education and Training Foundation (ETF) in England over a two-year period from 2021 to 2023. The research population consists of a group of eight practitioner–researchers working in three colleges of Further education (FE) and one Industry Training Centre (ITC) in England. All of the teachers of vocational education reported here volunteered to participate in the study. Research methods include semi-structured interviews, analysis of critical incidents and case studies produced by practitioner–researchers from across the FE and Skills sector in England. © 2025 by the author.

This research investigates the effectiveness of Simulation-Based Learning (SBL) in enhancing student comprehension of complex mechanical engineering concepts, such as fluid dynamics, thermodynamics, FEA, and mechanics. The integration of tools like MATLAB, SolidWorks, ANSYS Fluent, AutoCAD, FluidSim, BricsCAD, and GeoGebra allows students to simulate theoretical mechanics and engineering graphics, bridging the gap between theory and practice. Additionally, Machine Learning playgrounds offer hands-on AI experience. A key novelty is the development of an Automatic engineering Drawing Sheet Evaluation Algorithm, utilizing Python-based image processing to automate the assessment of technical drawings, increasing efficiency and accuracy. GeoGebra further serves as a tool for assessing geometric transformations in engineering graphics. Integrating simulation tools into the first-year engineering Graphics course has significantly enhanced Course Outcomes (CO) and Program Outcomes (PO), particularly PO5 (Modern Tool Usage), with a 94.29% improvement. Tools like AutoCAD and GeoGebra have enhanced student understanding of Orthographic Projections and Isometric Views, reflected in improved test scores and positive feedback. Case studies showcase how these tools align with various POs, highlighting the critical role of SBL in modern mechanical engineering education. © 2026, Rajarambapu Institute Of Technology. All rights reserved.

Purpose – This study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments. Design/methodology/approach – A correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs. Findings – The results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance. Research limitations/implications – This study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights. Originality/value – This study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies. © 2025 Emerald Publishing Limited

Artificial intelligence (AI) has become a transformative force across industries, with education and employment services increasingly adopting intelligent solutions to enhance efficiency and quality. In higher vocational education, the growing need for accurate internship placement and effective employment support underscores the value of integrating AI into institutional practices. Vocational colleges offer a valuable context to examine how data-driven systems can optimize the transition from education to the workplace. This paper investigates the application of AI within the National Smart Platform for Internship and Employment at Shanghai Vocational College of Science and Technology. Methodologically, it employs RealMLP with strong meta-tuned default parameters, a modern machine learning framework tailored for structured tabular data, to analyze survey responses from graduates using the platform. RealMLP balances efficiency and accuracy, while the meta-tuned defaults reduce the need for extensive hyperparameter tuning, making it practical for large-scale educational datasets. Results show that this approach effectively identifies the key factors influencing graduates' satisfaction, employment outcomes, and platform perceptions. More broadly, the analysis highlights which dimensions of the intelligent employment system most significantly affect students' overall experiences. By uncovering these patterns, the study provides evidence-based insights for understanding the impact of AI-driven analytics on vocational college internship and employment services. © 2025 Copyright held by the owner/author(s).

The demand for creative and innovative problem-solvers in industry has encouraged educators to integrate STEM (Science, Technology, engineering, and Mathematics) with practical technological tools such as Computer Numerical Control (CNC) into the learning environment. This article presents a learning-centered CNC-based STEM course designed to enhance students' creative and innovative skills through project-based learning and student-centered pedagogies. The method employed in this study uses a mixed-method approach to comprehensively understand the impact of CNC-integrated STEM learning on students' creativity and innovation. The article provides a nuanced view of how CNC-STEM learning influences student outcomes. The project-based (PBL), student-centered learning model empowers students to design, build, and critically evaluate original CNC projects. Improving creativity and innovative skills with STEM-based CNC education includes: using PBL in CNC education gives students the opportunity to work on real-world projects, which stimulates their critical and creative thinking. Students gain creative thinking and imaginative problem-solving skills by creating and producing their own items. Collaborative learning using STEM-based CNC instruction promotes student cooperation. When students work in groups, they exchange ideas, solve issues together, and gain knowledge from one another, which develops their innovative and creative thinking, and using STEM to support teaching factory. © 2026 by the authors; licensee Asian Online Journal Publishing Group. This work is licensed under a Creative Commons Attribution 4.0 License

Purpose – In the ever-changing landscape of education, new policies play a very crucial role in shaping the future trajectory of nations. The National education Policy (NEP) 2020 stands as a testament to the commitment toward redefining the educational paradigm in India. This research aims to identify the critical success factors (CSFs) and present a roadmap to facilitate the implementation of NEP 2020 in Higher education Institutions (HEIs). Design/methodology/approach – A dual-research method is used in this study. First, a systematic literature review was performed to identify the CSFs. Furthermore, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) method was implemented to rank CSFs. Findings – The study identifies the CSFs essential for the effective implementation of NEP in Indian HEIs. A comprehensive strategic roadmap, integrating institutional theory, diffusion of innovation, and policy implementation frameworks, is proposed to guide HEIs in aligning with NEP objectives. Additionally, context-specific solutions inspired by global best practices ensure localized and inclusive implementation. The findings highlight NEP 2020s emphasis on multidisciplinary education, digital transformation, equity-driven policies, and institutional restructuring. Practical implications – This study advances multidisciplinary education models, equity-driven policy, and technology-driven reforms. Practical insights include flexible learning pathways, multilingual education, vocational training integration, and quality assurance mechanisms, fostering innovation and global competitiveness in India’s higher education landscape. Originality/value – This groundbreaking research identifies and prioritizes CSFs, also offers a unique strategic roadmap combining institutional and innovation theories for NEP 2020 implementation. It incorporates global best practices and context-specific solutions for transforming India’s higher education ecosystem comprehensively. © 2025 Emerald Publishing Limited

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century. © 2026 Institute of Advanced engineering and Science. All rights reserved.

The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWDs’ career development and highlights practical strategies for improvement. Guided by the planned happenstance theory (PHT), qualitative data were collected through semi-structured interviews with five counselors across different institutions in Sarawak. Thematic analysis revealed four key challenges: communication barriers, limited resources, lack of specialized training, and client dependency. Counselors recommended targeted training, stronger industry collaborations, and improved supervision practices. The study contributes to inclusive education discourse by providing context-specific insights and aligning with sustainable development goal 8 (SDG8), emphasizing the importance of equitable access to career support services for SWDs in higher education. © 2026 Institute of Advanced engineering and Science. All rights reserved.

The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students. © 2026 Institute of Advanced engineering and Science. All rights reserved.