Search Results for
"Engineering education"

The integration of science, technology, engineering, and mathematics (STEM)-based digital learning has shown a significant impact on enhancing the 6C skills (character, citizenship, critical thinking, creative thinking, collaboration, and communication) of elementary school students. This quasi-experimental study, involving 200 participants from primary schools, compared the efficacy of STEM-based digital learning against STEM-conventional methods in fostering these essential twenty-first-century skills. Data were collected through case study tests and analyzed to evaluate the differences in skill development between the two groups. The results indicate a noticeable improvement in the 6C skills among students engaged in STEM-based digital learning compared to those in STEM-conventional settings, with the former group achieving higher average scores across the skill set. These findings highlight the value of adopting STEM-based digital learning in elementary education to better prepare students with the competencies necessary for their future. This research underscores the positive influence of innovative learning models on developing critical life skills in elementary school students. © 2024 the author(s), published by De Gruyter.

The study of social demand and labor demand analyzes the relevance of the planning of higher education programs to meet the needs of society. Given this, the present study aims to identify social and labor demand in the Amazon region, through a case study applied in the province of Rodríguez de Mendoza. The methodology used was a descriptive, non-experimental design with a population composed of fourth and fifth-grade students from secondary institutions and organizations with economic activities in the province. The sample used was 747 students and 84 organizations, to which a survey was applied to collect the information. The results show that 72% are willing to study at the National University Toribio Rodríguez de Mendoza and 38.7% of the students want to study Agribusiness engineering, followed by Agroecology engineering with 24.2%. It is concluded that the affinity for these two fields of study is because the province has great agro-export potential, with coffee being its main agricultural export product. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Different influences have shaped curriculum elements in engineering education over the last decade. Prior work has referred to faculty background, accreditation criteria, and industry demands. A recent influence has been the digitalization of the curriculum during the COVID-19 pandemic, forcing many engineering schools to incorporate curriculum changes. In this context, we addressed the following research question in this study: What factors have influenced curriculum reforms in engineering education in the last decade? Thus, the main research objective is to illustrate the main influences over curriculum elements from an academic perspective, aiming to inform future research and innovations in curriculum development. We used a scoping review to synthesize evidence and assess the literature’s scope concerning engineering education curriculum reforms. We collected the papers from the Scopus database to point out key factors and knowledge gaps in the research on curriculum education reforms. According to a two-stage screening process, we selected 73 studies from 80 papers published between 2011 and 2021. Out of these 73 publications, 11 correspond to scientific articles, two to book chapters, and 60 to proceedings of different conferences. To identify emerging themes, all three authors analyzed the abstracts of the remaining 73 papers. This scoping review highlights the significant impact of economic and technological changes on engineering reform, particularly post-COVID-19. It aggregates studies to provide a global perspective, contrasting with prior research on individual institutions. These aggregated approaches reveal broader trends and emerging challenges that support a shared vision in engineering curriculum development and improvement. © 2024 TEMPUS Publications.

The aim of this comparative study is to analyze the STEM (Science, Technology, engineering, and Mathematics) design curriculum policies in Taiwan and Thailand, focusing on their potential impact on national development. The research examines three key areas: 1) STEM educational development policies; 2) curriculum frameworks; and 3) teacher professional development. The methods employed in this study include a comprehensive review of relevant literature, policy documents, and curriculum frameworks from both Taiwan and Thailand. The analysis involves a comparative approach to identify similarities, differences, and best practices in STEM education policies and implementation strategies. The results indicate that both Taiwan and Thailand recognize the importance of STEM education for driving innovation and economic growth. However, Taiwan demonstrates a more comprehensive STEM policy framework and a stronger commitment to developing a skilled workforce. Taiwan’s curriculum framework emphasizes hands-on, project-based learning, interdisciplinary integration, and the incorporation of modern technologies, fostering critical thinking, problem-solving, and collaborative skills among students. In contrast, Thailand is in the early stages of establishing STEM regulations and aligning curricula with industry needs. Thailand’s evolving curriculum framework shows promise in promoting creativity, critical thinking, and practical problem-solving abilities. Regarding teacher professional development, Taiwan has a well-established system of ongoing training and industry-school collaboration, while Thailand is in the process of creating a STEM teacher competency program. The key conclusion of this study is that Taiwan’s well-developed STEM policy framework, with its focus on curriculum design and teacher professional development, demonstrates a more holistic approach to promoting STEM education compared to Thailand. Despite Thailand’s early stage of implementation, the country is showing encouraging progress in aligning its STEM policies with national development goals. The findings suggest that a comprehensive and integrated approach to STEM education, encompassing policy development, curriculum design, and teacher professional development, is crucial for effectively promoting economic growth and innovation in both Taiwan and Thailand. © Lhakard P., 2024.

To address the limited effectiveness of the existing flipped classroom model in fostering students' self-learning and teamwork abilities, a project-based flipped classroom model focusing on outcome communication and evaluation has been developed, which started with catering to students' learning capabilities and guided by constructivist learning theory and student-centred teaching philosophy. This model, by offering practical projects and opportunities for collaborative learning, aims to stimulate students' motivation and creativity, and cultivate their collaboration and problem-solving skills. Taking the teaching of C language loop programs as an example, the implementation process of the teaching is specifically elaborated, to provide references for the optimization and innovation of the flipped classroom model in the field of engineering education. © 2024 IEEE.

This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level. © 2024, Politeknik Negeri Padang. All rights reserved.

Software engineering (SE) education aims to seamlessly blend theoretical knowledge with practical exposure, ensuring students the grasp of SE's foundational principles, design methodologies, implementation, testing, and maintenance capabilities with communication paradigms and problem-solving strategies. Under rapid evolvement and advancement, new technologies such as blockchain and artificial intelligence are poised to redefine the SE landscape. However, traditional SE curricula often lag behind in incorporating cutting-edge technologies, particularly in student class projects. This paper underscores the significance of blockchain within the SE pedagogical framework. Specifically, we introduce a project-based learning approach with blockchain technology to create an open-source software repository for students to engage in requirement analysis, design, implementation, and maintenance of blockchain-oriented software development. These activities will allow students to understand the nature and architecture of blockchain applications that have long been ignored in both computer science and SE education. Practicing these projects will enable learners to become experts in blockchain software development and rethink the need for improving requirements elicitation, design, development, and testing strategies. The repository consists of ten modules, each of which contains real-world topics. We have developed one of ten modules so far, which focuses on a blockchain-based student record database. A preliminary survey, both pre and post-exposure, was conducted with 24 university students of both undergraduate and graduate levels pursuing degrees in either computer science or software engineering programs. The feedback was overwhelmingly positive, highlighting the value of our approach in enhancing the learning experience of novel technologies. The participants also emphasized the need for adopting blockchain-based ideas in course projects. Our future endeavors will focus on expanding the repository to encompass a diverse range of topics, further embedding the role of blockchain in SE education. © 2024 IEEE.

This paper introduces VEX CTE, an educational industrial-like six-axis robotic arm that can be controlled and programmed through four distinct methods, catering to users of all programming abilities, from novice students who have never experienced an industrial robotic arm to advance programmers. VEX CTE can be programmed by: (1) Direct manipulation with a virtual teach pendant; (2) Direct connection programming using block-based programming, C++, or Python. (3) Programming as a system with the VEX EXP Brain using blockbased programming, C++, or Python. By offering a range of programming approaches, VEX CTE accommodates users at their current skill levels, while providing mechanisms to advance from basic to more sophisticated and powerful programming techniques, as well as from simple to more complex robotic arm setups. Supporting four distinct programming approaches, which span from single arm to multisystem configurations including conveyor belts, VEX CTE is a novel addition to the ecosystem of tools designed to introduce novices to career and technical education practices. © 2024 IEEE.

Integrated Science, Technology, engineering, and Mathematics (STEM) education is a novel strategy to promote holistic learning experiences. In terms of road and traffic safety education for primary and secondary school students, this integration provides a complete framework for addressing the complexities of transportation networks and preventing accidents. This review paper examines the relationship between integrated STEM education and road/traffic safety, emphasizing its importance, obstacles, and possible influence. The paper is not a thorough evaluation of integrated STEM education, but it is well-referenced and should direct readers to more resources. The paper includes case studies and examples to help readers gain a better understanding of Integrating STEM into Road/Traffic Safety education. © 2024, Aracne Editrice. All rights reserved.

education that reflects the fast growth of technology must be considerably enhanced, for instance, through learning media. Charles Prosser played a crucial role in engineering education by establishing standards for the field. In line with this legacy, the current study aims to examine the impact of focused immersion, digital literacy, and learning motivation on learning methods and the academic success of engineering students. A quantitative method with a cross-sectional survey design was used to engage 420 students from the Faculty of engineering at an Indonesian institution. Based on the data analysis, the structural equation model (SEM) was considered, and the results showed that focused immersion (p = 0.000), digital literacy (p = 0.014), and learning motivation (p = 0.000) served as mediators between learning methods and academic achievement in Prosser’s theory, as can be seen from the significant value of p<0.05. Ultimately, the results of this research contribute to understanding the important role of focused immersion, digital literacy, and learning motivation in improving students’ academic performance in engineering education. © 2024 by the authors.