Search Results for
"Engineering education"

Examining disaster cases offers an opportunity to learn from past failures, without individuals and companies having to experience these themselves. However, to be confident in such professional learning experiences, we need to evaluate their value beyond the learning moment. In this paper, we examine what participants could recall from a series of workshops that used case based methods to cultivate knowledge of non-technical capabilities in the service of public safety among engineers. The workshops included discussion cases, role plays, and serious game learning methods constructed from real and imagined disaster scenarios. As part of a suite of methods evaluating the workshop's effectiveness, we conducted semi-structured interviews with participants three months after the workshops. Our findings suggest that source material from within a participant's sector supports recall of technical details from a technical specialist position in the sector. We observed source material from another hazardous industry sector as linked to more general safety lessons and often from the perspectives of non-engineering professionals and the public. Workshops involving a role play element (role play cases and the serious game) facilitated lessons about the social nature of engineering, where with discussion cases participants took lessons principally related to management of particular hazards. Participants typically could not name the non-technical capabilities, but in their discussion of the cases in interview they showed a knowledge of these non-technical capabilities, i.e., the generic lesson is bound to the narrative, rather than recalled abstractly indicating deep learning outcomes. © 2025 The Author(s)

This study presents a bibliometric review analysis of science, technology, engineering, and mathematics (STEM) integrated project-based learning (PjBL) used in promoting meaningful physics learning at the secondary education level. It aims to provide in-depth information about the research landscape of STEM-integrated PjBL models in physics learning outcomes in senior high schools and its contribution to implementing the Merdeka Curriculum in Indonesia. For this purpose, 72 articles published between 2013 and 2023 from the Scopus database were selected based on predetermined criteria. The selected articles were analyzed regarding publication trends, key research themes, citation analysis, and keywords. The findings of this study highlight a network of actively participating authors, institutions, and research groups in this field. In addition, this comprehensive review offers an understanding of the current state and opportunities in this research field and identifies further exploration areas and gap analysis. The implication of the results of this literature review is to critically know the existence of a gap analysis so that one of the next studies is to be able to develop a STEM integrated PjBL model with a contextual, cultural and multidisciplinary approach to promote sustainable development. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Since the 2015 National Academies of Sciences, engineering, and Medicine report on Improving Diagnosis in Health Care, global awareness of diagnostic safety has grown substantially. Progress has been most visible in high-income countries, with emerging international research networks, conferences, and educational programs. Australia and New Zealand have advanced incident reporting systems, specialty-specific diagnostic safety tools, and educational resources. European initiatives have expanded research on clinical reasoning, bias, and safety-netting, developed competency-based curricula, and investigated digital innovations including decision support systems. Japan has built on a strong tradition of clinical reasoning mastery, advancing theoretical frameworks, cultural analysis, and AI-based diagnostic support, and hosting major regional conferences. Despite these gains, engagement remains uneven, with limited data from low- and middle-income countries (LMICs). Barriers include resource constraints, underdeveloped infrastructure, and differing disease burdens that challenge the transferability of AI and other innovations. Future progress requires clear, measurable objectives across five domains: research, education, practice improvement, patient engagement, and policy. Recommendations include establishing national diagnostic error databases, promoting multicenter research in underrepresented settings, expanding standardized curricula, implementing structured audit-and-feedback systems, integrating patient perspectives, and embedding diagnostic safety indicators in policy and reimbursement frameworks. International collaboration, context-sensitive methodologies, and robust governance for emerging technologies are critical to ensure equitable improvements. By leveraging shared learning, strengthening capacity in LMICs, and aligning efforts with global policy frameworks, the diagnostic safety movement can evolve from fragmented initiatives to a cohesive, sustainable worldwide strategy, aiming for safer, more reliable diagnosis by 2035. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

In this paper, the authors present the implementation of Project-Based Learning (PBL) in the vocational subject of Scripting Languages at a vocational high school of Information Technology. The research aimed to validate the effectiveness of the three-stage project-based model within the Science, Technology, engineering, Arts, Mathematics (STEAM) approach. The research sample consisted of 15 students, three of whom had Special Educational Needs (SEND). A combination of quantitative and qualitative methods was used to monitor changes in pupils’ performance, independence, and active engagement in the learning process. The results showed a slight improvement in average scores for pupils with SEND, increased independence, and more active participation in learning. Task differentiation strengthened team cohesion and promoted teamwork. The integration of PBL within the STEAM approach contributed to a deeper understanding of the technical curriculum and promoted complex thinking. Based on the findings and the comparison of results, we conclude that the systematic introduction of PBL within the STEAM approach in vocational education is a suitable tool for effective and creative programming instruction. © 2025 by the authors.

This research aims to integrate the Science, Technology, engineering, and Mathematics-Problem Based Learning (STEM-PBL) model through a solar energy project in physics learning as the learning competencies in the 21st-century learning. This research aims to develop students' critical thinking skills by using a mixed method of an explanatory sequential model. Most students achieved the "Very Good"category in almost all SDG 4 (science, technology, and engineering) and SDG 7 (mathematics) indicators. Students demonstrated higher-order thinking skills by analyzing, evaluating, and creating a solar energy project. The quantitative data results in an N-Gain of 0.7299, which is usually and homogenously distributed, as indicated by the Independent Samples-T Test of Sig. 2-tailed = 0.000 indicates a significant difference between post-test and pre-test results. Meanwhile, the qualitative data represent students' experiences during the STEM-PBL model, resulting in most students "Strongly Agree"with STEM-PBL implementation in the solar energy project to foster critical thinking skills. This research explores the SDG 4 and SDG 7 indicators, which are elaborated with STEM-based indicators within a Problem-Based Learning (PBL) model that emphasizes the students′ critical thinking skills achievements. © Published under licence by IOP Publishing Ltd.

Recently, Malaysia has faced significant concerns regarding the low employability and salaries of engineering graduates. The industry is often blamed for the low demand and inadequate compensation for engineers. However, the true extent of these issues among engineering graduates from Malaysian public universities remains unclear. This paper examines the employability of engineering graduates from Malaysian public universities, utilizing data from the national survey of graduate employability (SKPG) conducted by the Ministry of Higher education (MOHE). The data encompasses engineering graduates from 15 public universities between 2018 and 2021. Quantitative analysis using descriptive statistics was employed to determine the percentage, average, range, and differences in employability outcomes. The results indicate that out of 45,471 engineering graduates over four years, an average of 11,000 students graduated annually. Of these, 66.8% secured employment within six months of graduation, but only 34.6% were hired as engineers. Additionally, 28.6% of graduates had not found employment or pursued further studies within six months. The most common monthly salary range was RM2,000-RM3,000, with 40.8% of employed graduates falling within this bracket. Higher salaries were associated with engineering-related jobs, while the majority of graduates earning less than RM1,500 per month were employed in non-engineering roles. These findings challenge the societal perception that fresh engineering graduates are underpaid relative to their qualifications and workload. The data suggests that low-paying jobs are often unrelated to engineering. Despite the international recognition of Malaysian public university engineering programs by Washington Accord member countries, the employability rate of only 34.6% for engineering roles indicates a need for program improvements. This is particularly concerning given the reported shortage of 30,000 to 60,000 engineers in Malaysia. Further research is required to identify the underlying causes of these employability issues. © 2025, National University of Malaysia. All rights reserved.