Search Results for
"Engineering education"

In this article the authors consider the problem of training qualified specialists to work in the digital economy at the current level of higher education development. The authors study the very concept of "competencies"and discuss the difficulties associated with the introduction of competency-based approach in the system of higher professional education. The article presents the main principles and definitions of the competency-based approach for the formation of educational outcomes within higher education. It is argued that an important aspect in the creation of educational programs is their orientation to the needs of production with regard to young specialists with certain competencies, but currently many programs of higher and secondary vocational education do not have time to adapt to the latest achievements in technological and production spheres. The article states that the development of students' competencies is a key goal of educational programs and that they should be organized in such a way as to ensure consistent and systematic mastering of the necessary skills and knowledge. Competency-based approach in the sphere of higher professional education is realized through the development of exemplary basic educational programs that form a model of training. The article analyzes published studies and presented software products devoted to curriculum design. The article sets the task to form a set of disciplines, optimal in terms of labor intensity and levels of competence formation, which allows the most effective realization of the competences of the learner in the direction of bachelor's degree, taking into account the level of formation set by the employer and the limitations of the curriculum. The mathematical model for solving the problem and the technology of designing the optimal competence model of a graduate taking into account the employer's requirements are presented. © 2024 IEEE.

The study’s objective is to identify the challenges and limitations faced by the current vocational education system in preparing graduates in the era of the industrial revolution in the evolving job market in Tangerang, Indonesia. The study primarily examines vocational high schools and adopts a quantitative and quasi-experimental research approach, using control groups to conduct pre-and posttests. The experimental group experiences demonstrations, whereas the control group receives explanations. Instructors employ a blend of demonstration and explanation techniques to explain equipment operation before allowing students to engage in vocational training. The study, led by students in various engineering fields, evaluates technical competencies, work ethics, and foundational knowledge using tests and observations. Job preparation is assessed using the minimal completeness criteria (MCC), which focuses on the importance of proper knowledge, attitudes, and skills. The results indicate that vocational teachers have the potential to play a pivotal role in introducing cutting-edge, technology-based teaching methods, therefore enabling students to make well-informed decisions about their careers. This research enhances vocational education by incorporating practical skills and attitudes with academic knowledge, effectively addressing the changing requirements of the work market. © 2024 by author(s).

This paper undertakes a comprehensive examination of the multifaceted challenges and opportunities intrinsic to the integration of employability skills, particularly those of a non-technical nature, into the knowledge framework of engineering disciplines. Leveraging insights gleaned from Winberg et al.'s (2020) systematic literature review, the intricate process of transferring predominantly non-technical proficiencies into the specialized domain of engineering knowledge is not only acknowledged but also thoroughly discussed and critically assessed. Although numerous academic institutions across the globe have already adopted integrated and cohesive strategies to align technical and employability skills within their engineering degree programs, this paper posits that a more expansive and concerted effort is imperative. The argument presented herein contends that for employability skills to truly ascend to the status of a foundational element in a renewed and enriched professional identity for engineers, a broader societal commitment is requisite. While existing initiatives are commendable, this paper advocates for a scale-up of efforts, positing that such endeavours will accrue substantial benefits for learners, employers, and the broader societal fabric. Employing a Social Learning Theory approach and delving into the socio-technical intricacies of the engineering profession, the discourse underscores the necessity of expanding the current cadre of main stakeholders. In addition to higher education institutions, employers, professional bodies, learners, and practitioners in training, the paper contends that media, schools from early educational stages, and other relevant components of society should assume a more proactive and co-responsible role in reshaping societal perceptions of engineers' professional identities. This expansion of stakeholder involvement is posited as a vital step towards fostering a comprehensive paradigm shift in how engineers are perceived within society. © 2024 IEEE.

In today's higher education landscape, governments expect higher education institutions to offer learners 'value' in ensuring they successfully complete their degree programmes and secure graduate employment. However, a significant challenge is that learners often fail to see the connections between what they learn and what prospective employers require. In addition, learners can struggle to self-reflect on their skills, leading to underselling themselves in job applications. In response, the work in this paper presents the 'mySkills' framework, which not only enables learners to see connections between core skills and prospective employment opportunities but can also equip them with a professional identity and a record of accomplishments and experiences that they can showcase to potential employers. One of the aims of 'mySkills' is to support learners in establishing their personal brand and taking ownership of their career development. In this paper, we report our findings of the second year (2022/23) of this framework, where the 'mySkills' tasks are now summative assessments in anchor modules. We compare the engagement levels of two cohorts who have been enrolled in the programmes at the School of Electronic engineering and Computer Science at Queen Mary University of London. Our findings show that this framework can incentivise learners towards active engagement in employability initiatives. There is certainly potential for institutions to leverage the 'mySkills' framework as a mechanism to promote career readiness among their learners. © 2024 IEEE.

In today's dynamic educational environment, gamification has emerged as a powerful approach to captivate students and elevate their learning experiences. This paper aims to demonstrate the potential of a gamified teaching experience as a transformative educational strategy by utilizing the Global Positioning System, Google Maps, and Geolocation in a location-based game, following a multi-disciplinary approach that successfully combines History, Sciences, Technology, engineering, Mathematics, Language, and Arts. Examining the specific case of Rhodes' Old (Medieval) Town, the paper provides insights into how adventure, technology, and multidisciplinary learning can create a dynamic, interactive, and engaging educational environment in an outdoor setting. © 2024 IEEE.

Introduction. Training students for innovative engineering activity is one of the priority tasks of an engineering university. However, so far all existing approaches to its solution involve changes in the curricula of degree programmes. The aim of the research is to substantiate and develop a methodological system of training future engineers in innovative engineering activity in the educational environment. Materials and Methods. The methodology of innovative engineering education, environmental, project, convergent and other approaches was used. A quantitative assessment of the level of development of innovative competencies was carried out during a comparative training experiment based on the average indicator of time series. The Pearson test was used to assess the statistical significance of the data. Results. The possibility of preparing future engineers for innovative engineering activities during a comprehensive course projecting in general engineering disciplines without departure from the curriculum is substantiated. To create conditions for such training, a project-based and activity-based educational environment has been proposed, pooling into one system all the resources available at the university and ensuring their interaction on the basis of a convergent approach associated with the approximation and interpenetration of scientific, pedagogical and information technology knowledge. A system for teaching innovative engineering activities in this environment has been developed, including conceptual-target, content, procedural-technological and reflective components, implemented within the framework of a business game. Discussion and Conclusion. The conclusions made by authors contribute to the development of the environment approach to learning in terms of designing new educational environments, theory and methodology of teaching technical disciplines, as well as project-based learning – in terms of their focus on innovative training of students. © 2024 National Research Ogarev Mordovia State University. All rights reserved.

This study investigates the complex interactions between hypotheses and factors involved in deploying AI-powered virtual assistants in augmented reality (AR) and virtual reality (VR) environments to combat antisocial behavior among students. It reveals significant insights by investigating a variety of independent variables such as the characteristics of AI-driven virtual assistants, development and implementation aspects, contributions from educational institutions and technology developers, and strategic initiatives, as well as their impact on dependent variables like improved educational outcomes and transformed learning experience. A quantitative investigation finds significant correlations between the characteristics and functions of AI-powered virtual assistants, developmental factors, and educational outcomes for students exhibiting antisocial behavior. These findings demonstrate the potential of modern technology to enhance educational experiences and outcomes. They also emphasize the significance of virtual assistant features in influencing educational achievements. Furthermore, qualitative insights emphasize the relevance of stakeholder participation, institutional support, and specialized integration strategies in overcoming challenges such as resource limitations and technical barriers. Finally, this study offers evidence-based recommendations for educators, policymakers, and technology developers on utilizing AI-powered technologies to create inclusive and accessible learning environments, particularly when dealing with student disruptive behavior. The project's goal is to support continuous improvement in educational practices and policies by clarifying the factors that influence the integration and impact of AI-driven virtual assistants, thereby aiding students' academic performance and social development in the digital age. © 2024 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The article discloses a methodical system that could enable the designing and introduction of eco-oriented pedagogical technologies (EPT) into professional engineering education, which is a subsystem of the methodical eco-oriented education system and the following characteristics: integrity, components, structurality, compactness, functionality, multi-level, controllability and connection with the environment. It includes a set of interrelated components: methodology (methodological approaches: activity, competence, technological, systemic and personality-oriented approaches and principles: humanization of prognostication, design of conditions for preserving the gene pool of the biosphere; compensability; interdisciplinary and systematic; concept: use methods of development and application of EPT in the professional training of engineering students, which include complex of techniques with their specific forms, methods and means environmental knowledge and formation of appropriate behavior in solving pedagogical, environmental, environmental and health-preserving tasks, which will contribute to the achievement of harmony in relations between people, society, technologies, machines and environment); content (definition and terms for the development and application of EPT in professional education; information-theoretical knowledge about the state of development and application of EPT; knowledge about the processes of development and application of EPT); methods (forms of training; methods of eco-oriented training, eco-oriented training technology; training tools); evaluation and results (components of the formation of the teacher's readiness to implement EPT in his own professional activity are: value-motivational, informational-knowledge, reflective-active, control-evaluative). The result of implementing a methodical system for developing and applying EPT was predicted to improve the teachers’ readiness level to implement them in their professional activities. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Competition in the global era requires graduates from vocational schools to be more skilled in hard and soft skills to adapt to the industrial world. Adaptation of vocational education institutions to the industrial world is vital; thus, they can continuously update the skills of their graduate candidates. Hence, this research aims to describe the implementation of the Center of Excellence curriculum and project-based learning in a vocational high school as a form of school adaptation to the development of the industrial world in the 21st century. This research was included in a qualitative research design adopting a case study. The research respondents consisted of vocational high school residents in Central Java. Data was collected through interview techniques and observations and then analyzed interactively and descriptively. The research results then reported that the school was fully committed to implementing the Center of Excellence curriculum regarding teaching human resources and learning facilities. The project-based learning process also seemed to run optimally. Students could accept it, considering that project-based learning was implemented because it was an adaptive model to accommodate 21st century competencies. However, there is still room for improvement and optimization in order to effectively implement this operational curriculum and enhance students' ability to acquire 21st century skills. © 2024, Institute of Advanced engineering and Science. All rights reserved.

This paper adopts a bioscience perspective to critically examine Chinese undergraduate vocational education, with an aim to foster innovation across various levels of engineering, technology, and skill development. The study emphasizes talent cultivation through vocational banding theory, which enhances knowledge transfer, lifelong learning, and humanistic qualities such as craftsmanship, aesthetic sensibility, and social responsibility. It reflects on the education system's orientation towards major openings and vocational positions, highlighting a pattern of school-enterprise joint participation. The connection between undergraduate vocational education and enterprise positions is meticulously analyzed to ensure alignment with industry demands and job-specific competencies. Curriculum designs are tailored to job tasks, with teaching and internship training grounded in project-based tasks. The analysis includes an evaluation of ideological and political courses, which have been assessed through 326 research sessions, achieving a 90% teaching satisfaction rate. The study also addresses the need for professional transformation and structural adjustment within undergraduate vocational education to enhance its responsiveness to evolving industry requirements. This strategic restructuring aims to supply high-quality technical and skilled talent effectively, driving the sustainable development of the vocational education system. © 2024, Journal of Commercial Biotechnology. All rights reserved.