Search Results for
"Engineering education"

This research identifies key success factors of integrated internship models for prospective Islamic Religious education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application. © 2026 Institute of Advanced engineering and Science. All rights reserved.

The rapid development of Generative Artificial Intelligence (Generative AI) across several sectors underscores the need for a systematic tool to evaluate AI competence. Current digital literacy frameworks lack AI-specific competencies, resulting in inconsistencies in the assessment of AI competence. This study aims to establish a standardized assessment framework for Generative AI competence by identifying key skill factors and empirically validating a structured evaluation tool called the Generative AI Competence Scale (GenAIComp). The proposed GenAIComp has five essential factors: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety and Ethics, and Problem-Solving. A quantitative approach was employed, incorporating expert validation, pilot testing, and extensive empirical evaluation involving 1000 participants, principally university students. The factor analysis confirmed a robust 5-factor structure with strong psychometric properties. The final model demonstrated excellent fit indices, confirming its reliability and validity in assessing Generative AI competence across the five key factors. Research demonstrates that educational background considerably impacts AI competence, with individuals from technical disciplines showing a greater aptitude for problem-solving and content generation. Gender-based disparities were noted, with males achieving marginally higher scores in several factors, but with minimal effect sizes. Correlation analysis indicated that perceived AI expertise and frequency of AI utilization significantly influenced competence, especially in data literacy and problem-solving, and exhibited less correlation with ethical awareness. GenAIComp provides a reliable tool for assessing AI competence, helping educators, industry experts, and policymakers to design AI training programs and integrate AI literacy into curricula and thereby AI technology advancement in society. Future research should explore its applicability across cultures and include performance-based assessments to enhance AI competence. © 2025 Elsevier Ltd

Critical thinking (CT) is widely recognized to be among the most essential skills for university graduates to successfully compete in the 21st century global economy; yet, much obscurity remains regarding its practical role in higher education. In fact, there is a need for an accepted educational plan with pedagogical guidelines that university instructors can lean on for integrating CT into subject instruction. Accordingly, this study aimed to identify the instructional design components recommended by instructors and students for promoting CT in higher education academic courses. The study involved ten higher education instructors and 342 undergraduate students in science and engineering. In order to address the research goal, the study followed the grounded theory approach in which the data was analyzed from a qualitative perspective. The data was collected through two research tools: semi-structured interviews and an online survey. The current study identified eight instructional design components for promoting CT. These components include four pedagogical practices: explicit teaching of CT, integration of digital tools, collaborative learning and constructing questions , as well as four modes of engagement: critical engagement with information, comparing approaches to problem-solving, guided inquiry and experimentation and raising doubts and evaluating credibility . The study introduces an adaptive model incorporating CT-enhanced pedagogical practices, for policymakers and instructional designers, to foster CT in science and engineering courses. © © 2025. Published by Elsevier Ltd.

High school students are in an important stage of life. They may be thinking about college and career while having daily social interactions where their peers and teachers continually influence their attitudes and interests about their future. They are also preparing to enter a world in which expanding science, technology, engineering, and mathematics (STEM) opportunities seem to be the priority for many businesses and governments. For high school students with disabilities (HSSWD), these realities are made more difficult by factors that are not only related to but also apart from their disability condition. The present study focused on analysing and understanding attitudes toward STEM subjects and careers from 229 HSSWD in the western United States (US). Results indicated HSSWD may prefer engineering and technology over other STEM subjects or careers, perceiving them to be more hands-on and relevant. Results also preliminarily indicate construct validity and internal consistency reliability for the engineering and technology subscale in the student STEM measure that was utilized. The implications of the study’s results pertain to how teachers may structure special education and related services to HSSWD as they plan and prepare for post-high school STEM pursuits. This should also include providing HSSWD additional individualized instructional supports as well as opportunities to apply their classroom STEM learning in out-of-school, real-world settings. © Ontario Institute for Studies in education (OISE) 2026.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.

Literature reviews related to learning media are important in determining the reference of innovation and sustainable research. This study describes the types of learning media innovations that already exist, the problems faced, and the development model applied in developing engineering drawing learning media innovations in Vocational High Schools (VHS) as engineering education at the high school level. A systematic literature review of scientific articles published between 2020 and 2024. The results of this study reveal that most learning media innovations focus on developing learning materials and techniques, while fewer innovations develop the learning environment. The problems behind the existing innovations are mainly caused by difficulty in understanding engineering drawing materials, especially orthographic projections, less innovative teachers, and learning resources that are still conventional and non-standard. Research and development of engineering drawings is generally carried out using the 4D, ADDIE, Borg & Gall models. Evidence from these studies suggests that future engineering drawing teaching and learning should be conducted with a real-world approach by presenting the shape of the components or mechanical parts. One of the most plausible research agendas is to develop learning media using 3D print technology for component modeling or tangible forms to support the learning process. It goes beyond vocational education. However, it can also apply to engineering education for pre-service teachers, technical training, and university engineering education. engineering drawing is a mandatory subject, a fundamental knowledge and skill that students must learn. © 2025 TEMPUS Publications.

The article substantiates the important role of developing skills in constructing mathematical models of systems and processes, as well as the use of innovative computational methods that are effective in modern scientific research. Using simple examples, the authors introduce readers to the methodology of teaching the topics “New Information Operators” and “Innovative Methods of Numerical Integration”, in particular in the courses “Mathematical, Physical and Information Foundations of Industry Knowledge” and “Innovative Methods of Digitalisation of the Professional Field”. The above-mentioned educational components are studied at the Ukrainian engineering and Pedagogical Academy in the speciality ‘‘Vocational education (By specialisation)”. The value of these innovations lies in the fact that students get acquainted with new information operators in practice. New information operators are built depending on the type of experimental data. Currently, modern engineers use digital images, tomograms, integrals along given lines, values of functions on lines or planes, etc. as data on the technical process. Modern advances in mathematical modelling allow us to build new algorithms taking into account different types of experimental data. The article presents an algorithm for recovering a function of two variables on four or three lines, as well as on a system of mutually perpendicular lines in the computer algebra system MathCad. In addition, a cubature formula for the approximate calculation of the double integral is presented, which is effective in terms of using the input information to achieve a given accuracy. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Interdisciplinary engineering education (IEE) is gaining traction as engineering practices increasingly acknowledge the need to transcend traditional boundaries given the complexities of globalised systems. IEE, however, faces challenges that underscore uncertainties and different perceptions about what interdisciplinarity means for engineering education, what it requires, and how current educational practices should change accordingly. This study addresses these concerns by taking competencies as indicators. Analysing new angles interdisciplinary approaches bring to traditional engineering competencies, we first propose six IEE-related competency categories. We then use the Q-sort methodology to investigate how interdisciplinarity is envisioned within overall engineering educational goals. Findings highlight three distinct perspectives, seeing IEE respectively as social-holistic, technical problem-solving, and reflective pragmatic. Each perspective embodies specific values and conceptions about the role and implications of interdisciplinarity for engineering education. The multifaceted understandings of and approaches to realise IEE suggest the need for nuanced strategies and continuous dialogues in education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The combination of knowledge and skill sets from robotics and Artificial Intelligence has proven as a powerful catalyst for students’ learning experiences, when applying available resources and knowledge acquired through vocational training. Within the Department of IT at an Austrian vocational high school, our students actively engage in projects that combine robotics and AI. Our diploma theses extend beyond mere classroom theory, allowing interested students to apply their knowledge in authentic, real-world scenarios in the form of thesis projects which span different engineering and IT disciplines. Our goal is to emphasize hands-on experiences and encourage our students to design, construct and program robots, even with the addition of AI technology, such as image recognition and classification trained for specific tasks. Through this practical immersion, our students gain a deeper understanding of robotics and AI, disciplines that are at the forefront of today’s technological innovation. We worked with two groups of students on interdisciplinary projects bridging the gap between robotics and AI and based on our students’ feedback found an increase in motivation to learn not only about the fields themselves, but also about related fields, from mathematical theory to better understand the intricate workings of AI algorithms to electronics and working with microcontrollers. Personal interviews with involved students have also pointed toward an increased motivation through the intense cooperation between the team members as well as the teachers responsible for supporting the project teams through their thesis projects. Projects connecting robotics and AI empower students to become adaptable, creative problem-solvers which is a crucial foundation for success in the twenty-first century. By fostering collaboration and critical thinking, while enhancing students’ technical skills and equipping them with the adaptability and creativity they require, this educational approach prepares students to thrive in a rapidly changing world where both disciplines play pivotal roles. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Educators are being challenged to develop transformational learning experiences that link student attainment of sustainability competencies to professional skills required in specific industries. However, these efforts can sometimes be hamstrung by traditional curricula and institutional structures. This study on an industry-led learning experience, the Timber Development UK University Design Challenge, evaluates how successful it has been in fostering student learning in net zero skills, renewables (materials and technologies) and engineering approaches critical for twenty-first century construction professionals whilst also focusing on sustainability outcomes and operating outside an established curriculum or program. The results demonstrate a method for implementing interdisciplinary challenge-based learning in engineering for sustainable development within built environment fields, and for developing or enhancing links with industries and community organisations. More broadly, this work supports education around decarbonisation of the built environment, upskilling the twenty-first century workforce, developing a more circular economy, and emphasising collaborative and regenerative design. © 2025 SEFI.