Search Results for
"Engineering education"

Introduction. STEM education focused on the integration of scientific, technological, engineering and mathematical disciplines in the conditions of intensification of economic and social processes has become widespread in the economically developed countries of the world. In this regard, the analysis of conditions for quality training of qualified personnel for the innovation economy is in the center of attention as the basis for movement towards the development of technological sovereignty. The aim of the study is to analyze the features of STEM+ education technologies application in Russian educational organizations implementing secondary vocational education programs based on the data obtained during empirical research. Materials and methods. We conducted the study by questioning the heads and methodologists of organizations implementing secondary vocational education programs with electronic form of information collection. We processed the obtained data based on rating analysis by the method of systematization and ranking of results. The study involved 75 educational organizations from 46 constituent entities of the Russian Federation. Results. We have identified the features of implementation of STEM+ education technologies in professional educational organizations in the process of training qualified personnel in the areas of technological sovereignty projects. We have identified the main risks and barriers to the development of STEM+ education in the context of Russian realities. According to the survey data, these include the problems of education financing (over 53% of survey participants pointed to this problem), equipment with modern equipment and software, which indicated 54.6% of survey participants. We found insufficient level of teachers' readiness in the answers of more than 75% of the survey participants. There is a lack of professional reflection on the need to use STEM+ education technologies to intensify the educational process. The leading role in the introduction of STEM+ education technologies in the educational process by organizations implementing secondary vocational education programs belongs to the factors of training of teaching staff to use modern technologies in the educational process, as evidenced by up to 80% of the responses of the study participants. Prospects for further research. The obtained results can be useful in studying the conditions and prospects of STEM+ education development for the training of qualified personnel in professional educational organizations. © 2024 LLC Ecological Help. All rights reserved.

Core competencies have a vital role to enable a sustainable change towards Industry 5.0. In view of this, the study aims to characterize the university training skills for adaptation to Industry 5.0 of engineering students at the National University Toribio Rodriguez de Mendoza of Amazonas (UNTRM). It was a descriptive, non-experimental quantitative research; the study population was made up of students and professors of engineering majors, with a sample of 138 students and 28 professors. The results show, that engineering students possess high levels of competencies related to Industry 5.0, including critical thinking (71.7%), creativity (69.6%), digital competencies (61.6%), resilience (60.9%), ethics and collaboration (69.6%). These results are the consequence of innovative pedagogical strategies implemented by teachers, who integrate methodologies that foster advanced thinking, technological adaptability and ethical awareness, thus preparing future engineers for the challenges of a rapidly evolving world. © 2024 IEEE.

This study examines the relationship between environmental awareness and attitudes towards sustainable development in university students. Using a correlational design, data were collected through validated questionnaires applied to 198 undergraduate students. The results revealed a significant positive correlation (Rho = 0.338, p < 0.05) between environmental awareness and attitudes towards sustainable development. The economic dimension showed the strongest correlation (Rho = 0.383, p <0.05), highlighting the importance of sustainable economic practices. The environmental, social and educational dimensions also presented positive correlations, although more moderate. These findings underscore the need for innovative educational strategies that promote active and meaningful learning, integrating sustainability holistically into university curricula. The study provides guidelines for educators and policy makers, contributing to the body of knowledge on environmental education in university contexts and promoting the use of models for future research aimed at improving the formation of responsible citizens aware of their impact on the environment. © 2024 Latin American and Caribbean Consortium of engineering Institutions. All rights reserved.

The shift from teacher-centric to student-centric education has been a subject of debate, with traditional instruction often criticized for fostering rote learning and passive engagement. Due to its emphasis on student autonomy and real-world application of knowledge, the growing popularity of Project-Based Learning as a novel alternative to traditional classroom-based teaching pedagogy is attracting educational institutions all around the world. In engineering education, multifaceted skill development is paramount. PjBL offers a dynamic approach to cultivate essential competencies and it significantly improves engineering education. The National education Policy 2020 (NEP 2020) of India lays a strong emphasis on Project-Based Learning as the cornerstone of educational reform. But, only smaller number of research studies are conducted in the country to explore the attitudes and perceptions of students towards Project-Based Learning in the engineering sector. It lays bare the imminent need for educationalists to focus on this research gap. This paper explores the attitudes and perceptions of engineering students towards Project-Based Learning from Kerala, a state in Southern India. A novel questionnaire entitled Project-Based Learning in engineering education in Kerala (PLEEK) is developed by the IEEE education Society Kerala Chapter to conduct the survey. A total of 136 students from all over Kerala attended the survey. It is observed that the students have a positive perception of Project-Based Learning and its impact on enhancing their education. On the other hand, an abysmally low count of 11% of students believed that their current campus ecosystem supported this teaching pedagogy. They highlighted the need for a drastic transformation in the present academic infrastructure to support Project-Based Learning. The findings of the study underscore the potential of Project-Based Learning in enhancing learning outcomes, fostering critical skills, and preparing students for real-world challenges. However, challenges in implementation such as curriculum alignment and institutional support were also identified in the study. Recommendations for a phased integration of Project-Based Learning into the curriculum and enhancing teacher training are proposed to bridge the gap between student interest and its effective implementation. The findings of this study can be used as a significant tool while formulating action plans for implementing NEP 2020 in the academic landscape of Kerala. The study not only sheds light on the attitudes and perceptions towards Project-Based Learning but also sets the stage for further research and strategic interventions to optimize its impact on engineering education. © 2024 IEEE.

This chapter focuses on the practice knowledge needed by faculty for effective instructional design in agricultural and biosystems engineering degree programmes. Task analysis, a key component of instructional design, requires that educators have sufficient knowledge of competent performance to design education experiences that enable students to appropriate the knowledge and skills they will need for future practice. Because task knowledge is largely implicit, the contemporary practice of defining education outcomes by written statements of competence (or competencies) relies on educators having relevant practice knowledge. However, few if any contemporary engineering educators have extensive first-hand knowledge of engineering practice. This weakness contributes to a significant education-practice gap. We draw on engineering practice research from related disciplines and personal experience to provide guidance for educators on the tasks that confront agricultural engineers in practice. We argue that this chapter can help educators provide students with an improved understanding of the contexts in which they will draw on knowledge developed in university classrooms. Improved contextual understanding by students may help overcome some of the engineering performance weaknesses we observe today. We also advocate for detailed research studies of agricultural engineering practice to improve educators’ contextual knowledge. © 2024 CRC Press.

engineering innovation ability (EIA) is increasingly recognized as a vital skill set for students in higher vocational education, particularly in the context of Henan, China’s rapidly developing industrial landscape where over 150 institutions cater to more than 400,000 students annually. This review utilized content and narrative analysis to synthesize qualitative data from over 50 studies, investigating the social and environmental factors that influence the EIA of higher vocational students, addressing a gap in the literature by examining how educational strategies such as theoretical and practical teaching methodologies, internships and school-enterprise cooperations impact students’ innovation capabilities within social and teaching environments. This review revealed that theoretical teaching methodologies (TTM) provide essential foundational knowledge, while practical teaching methodologies (PTM) enhance problem-solving and hands-on skills through real-world applications. Internships (INT) emerged as a critical platform for bridging theoretical concepts with industry practices, fostering adaptability and practical innovation. School-enterprise cooperations (SEC) were found to support collaborative learning and align vocational training with industry needs, enhancing students’ readiness for employment and innovation. Innovation platforms were identified as a significant moderating factor, integrating industry challenges into education to amplify the effectiveness of teaching methodologies and collaborations. The findings also highlighted the limited use of data visualization in existing studies and the need for more comprehensive approaches to presenting qualitative insights, contributing to the growing discourse on engineering innovation and emphasize the importance of considering social dynamics and the teaching environment in fostering innovative talent in the region’s vocational institutions. © 2024 by author(s).

Introduction: in facing the challenges of the Industrial Revolution 4.0, vocational education requires a learning model that can integrate technology with real work practices. This study aims to develop, test the validity of the construction, and evaluate the practicality of a project-based learning model assisted by augmented reality in engineering education. Method: the development model used is the ADDIE model. The construction validity test uses Confirmatory Factor Analysis to evaluate the model syntax, while the model’s practicality is tested through a survey given to lecturers and students. Results: the results of the CFA test show that all PjBAR model syntaxes have good construction validity and reliability. In addition, the results of the practicality test show that this model is very practical to use, with an average score of more than 80 % of the responses of lecturers and students. Conclusion: the PjBAR model developed shows good validity and reliability as well as high practicality, so it is worthy of being applied in engineering education to improve the quality of learning through AR technology. © 2024; Los autores.

The notion of state machine is a fundamental concept in digital design, particularly when using Field Programmable Gate Arrays (FPGAs). However, the typical undergraduate curriculum often explains state transitions in Finite State Machines (FSMs) without adequately addressing the impact of fast clock speeds. This gap in instruction can lead to design issues, especially when consecutive state transitions are expected to occur based on the same input signal. A common pitfall for students is the 'fall-through' phenomenon, where the fast clock causes unintended state advancements because the flip-flop registers the input as active for multiple cycles. This paper aims to enhance the understanding of FSM design among electrical and computer engineering undergraduates by addressing this specific challenge. We present a detailed methodology for designing FSMs that correctly handle consecutive state transitions triggered by a single input signal. The approach includes explanations and implementations using VHDL and Verilog, supported by hardware block diagrams. Our goal is to not only benefit students in grasping this critical aspect of FSM design but also to provide valuable insights for authors of digital design textbooks, ensuring that educational materials better reflect practical considerations in digital systems. © 2024 IEEE.

The objective of this study is to establish the relevance of employability skills that engineers lack, the educational system of higher education institutions, and the key characteristics of graduates from the perspective of Malaysian employers. There is an absence of information on the particular abilities needed by engineers in the workplace, the calibre of the nation's educational system, and the characteristics of graduates that make them employable. This study used a quantitative technique, with 140 questionnaires delivered to top managers at the organizational level at a Penang, Malaysia-based firm. The survey data was extracted using the Statistical Package for Social Sciences (SPSS) software version 29. Findings indicated employers agreed that engineers must be able to use and keep up with emerging technologies in engineering practice. The results suggest that Higher education Institutions (HEIs) should update, improve, and deliver the skills with latest industry requirements to make fresh graduates more work-ready. Findings also revealed the important graduates' attributes to the industry are the ability to balance knowledge, skills, personality, and attitudes. It is suggested that this data analysis would be an important reference for engineers HEIs, and graduates to prepare themselves and take shared responsibility, especially in this challenging economic situation. © 2024 IEEE.

This study explores the impact of internships on Diploma in Chemical engineering students at Politeknik Tun Syed Nasir Syed Ismail, with a focus on professional competencies, soft skills, and academic learning. Based on interviews with seven students, findings show that 45% of their development was linked to professional and technical skills, 35% to soft skills like communication and adaptability, and 20% to academic knowledge application. The results highlight the importance of internships in bridging academic learning with industry practice and suggest curriculum improvements, such as integrating IT skills and strengthening communication training. © 2024 IEEE.