Search Results for
"Engineering education"

The education system serves as the primary producer of human capital, responsible for training competent personnel essential for the country's economic progress and rapid technological and economic development. Therefore, the educational standard aims to equip students with knowledge and skills necessary to capitalize on humanity's rapid progress, utilize modern achievements, and become active members of society. Moving beyond passive recipients of knowledge, students should transform into active learners capable of applying acquired knowledge for professional success and societal benefit. The paper explores the objectives of technical and science education, effectively implemented through STEM (Science, Technology, engineering, and Mathematics), an interdisciplinary practical teaching approach. STEM education empowers children to engage in experiments, make mistakes, and draw conclusions based on personal experiences rather than solely relying on textbook information. This approach fosters active student participation and cultivates competencies such as creative and critical thinking, independent information processing, imagination, and interpretation skills. Moreover, STEM education plays a crucial role in shaping future professions that contribute to national development. While important projects have been implemented within the framework of the Millennium Program of the General education School of Georgia to train STEM specialists, further efforts are needed. Effective school education and professional personnel training require a conducive school culture, qualified teachers, and abundant educational resources. To address this issue, our research utilized quantitative and qualitative methods, including questionnaire development, literature review, and analysis of international and local projects and training programs. These efforts aim to lay the groundwork for the preparation of STEM specialists. The paper seeks to answer key questions: Who should teach STEM, and how should STEM be taught? By ensuring the education of future generations capable of contributing to the country's economic development, political stability, and security, we aim to foster a prosperous and sustainable society. © 2024 The Authors.

This paper reports on a narrative review of the criticality of problem-solving and troubleshooting skills for undergraduate Electronics engineering students and its significance for industry readiness. The review was undertaken to understand the problems and troubleshooting skills learned and possessed by the Electronics engineering training programme for students in higher education. It is argued that the curriculum designed for undergraduate engineering students does not include troubleshooting. The essential criticality of troubleshooting in electronics engineering education is well described in this review. The narrative review of the literature covered peer-reviewed papers that focus on problem-solving and troubleshooting and were published in English between 2000 and 2022. Findings from the articles meeting relevant criteria were synthesised into themes. The review found that although problem-solving is seen broadly as a critical skill required for engineers in engineering education, most engineering programmes emphasise design problem-solving, such as in designing products, engineering processes, systems, and methods. Other essential problems involving technical troubleshooting and problem-solving skills are critical for their future career development but are inadvertently neglected in the curriculum. The study considered some implications for curriculum reform in Electronics engineering programmes. The study further offers insights into the complexities and gaps in the Electronics engineering curriculum and novice undergraduates’ troubleshooting skills. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The article reviews the concept of secondary language identity, which is an individual's adaptation and assimilation of a new linguistic and cultural framework distinct from their primary language identity. The focus of the paper is on identifying various components that constitute secondary language identity, including linguistic proficiency, cultural competence, social adaptability, and cognitive flexibility. The authors make an attempt to investigate the ways secondary language identity affects engineers' professional activity in particular through enhancing their communication skills, supporting intercultural exchange, and improving workplace adaptability. The established correlation between the universal competencies built during engineer's professional training and components of secondary language identity represents the novelty of the research. Finally, the article proposes pedagogical strategies for fostering secondary language identity in university-level English classes, emphasizing immersive experiences, intercultural communication practice, and the integration of authentic materials to simulate real-world language use © 2024 IEEE.

The development of information technology has changed the world of education, including the application of e-learning in universities. This study explores how e-learning can improve the academic achievement and critical thinking skills of automotive engineering students who rely on gadgets. Using the Partial Least Squares Structural Equation Modeling (PLS‒ SEM) method on data collected through purposive sampling, this study analyzed verbal communication, motivation, creativity, learner interaction with content, gadget use intensity, peer collaborative engagement, academic achievement, and critical thinking. The results showed that verbal communication and learner interaction with content significantly increased motivation and creativity, while excessive gadget use intensity had a negative impact. The indirect effect of learner interaction with content on academic achievement through motivation showed a P-coefficient of 0.027. In contrast, the impact of verbal communication on academic achievement through motivation showed a P-coefficient of 0.014. These findings emphasize the importance of a holistic approach in designing e-learning programs that support verbal communication, active participation, and balanced use of gadgets to improve education quality. Educational institutions are advised to develop effective e-learning programs and explore other factors, such as educational access, that affect learning outcomes in e-learning. © 2024, International Journal of Information and education Technology. All rights reserved.