Search Results for
"Engineering education"

This research aims to improve problem-solving abilities regarding the greenhouse effect using project-based learning methods supported by Science, Technology, engineering, and Mathematics (STEM)-education for Sustainable Development (ESD)-based teaching materials. The study was conducted in multiple phases: (i) utilizing a pretest to gauge students' prior knowledge, (ii) employing the project-based learning approach to teach the greenhouse effect, and (iii) assessing students' final knowledge (with a posttest). The research was completed with the observation of temperature variations in a greenhouse prototype. Students monitored and recorded temperature changes over time. Students' problem-solving abilities increased significantly after being treated using project learning assisted by STEM-ESD teaching materials, imparting more information through the media by stimulating students' curiosity and interest in science subjects. © 2024 Tim Pengembang Jurnal UPI.

The COVID-19 pandemic led to a significant shift towards more innovative teaching methods, highlighting the need for continuous and flexible learning approaches. Thus, it is relevant to explore the casuistry of the various applications of microlearning and nanolearning in higher education, and identify the thematic trends and topics little explored in the pandemic and post-pandemic scenario. In this sense, the purpose of this study is to carry out a bibliometric review under a quantitative approach and at an exploratory-descriptive level, on the existing literature in the Scopus database. As a result, it was possible to identify that the COVID-19 pandemic has influenced scientific production in the application of microlearning in higher education to a greater extent with respect to nanolearning. Furthermore, the prevalent themes identified in the existing literature are the effectiveness and adaptation of microlearning in different areas of higher education, such as medicine and engineering, the development of competencies and skills through microlearning in university students and the evaluation of the impact of innovative teaching strategies such as microlearning in higher education. Therefore, it is concluded that, in the current post-pandemic context, a clear focus on the application, integration and evaluation of the impact of microlearning in higher education prevails; however, a significant gap is identified in the adoption of nanolearning, which is in an emerging phase of development. ©Authors.

engineering education is part of STEM and expectations are graduates who are molded and possess 21st-century skills. Graduates are supposed to be prepared for the future workforce and be able to be employed in the outside world. The 21st-century skills assist the graduates to be able to tackle complex engineering problems. engineering graduates from Zimbabwean universities lack 21st-century skills. Various countries are overproducing engineering graduates with no or minimal skills. As a result, engineering graduates are either under-employed or unemployed and not suitable for the labour markets. The interface between technology and the labor market is drastically changing globally and this then demands new skills for graduate engineers. Nowadays employers are actually searching for graduates who possess 21st-century skills like creativity, learning skills, reasoning, problem-solving, and decisionmaking. The chapter seeks to: give an overview of the challenges faced by graduate engineering students toward employment opportunities; for enhancing engineering graduate employability. © 2024, IGI Global. All rights reserved.

This study aims to enhance engineering education by introducing a cost-effective simulation approach that combines cardboard prototyping and augmented reality (AR) as alternatives to traditional wood-based practice. The primary objective is to determine whether these tools can improve students’ technical skills, work attitudes, and overall learning performance in woodworking design within a vocational education context. The study addresses a critical challenge in e-learning: providing interactive and tangible experiences without relying solely on digital devices or high-cost materials. The study comprised 32 second-semester students from a vocational engineering program, separated into Group A (conventional learning using wood) and Group B (simulation-based learning utilizing cardboard and AR integration). Both groups adhered to the Conceive–Design–Implement–Operate (CDIO) structure throughout their learning sessions. Quantitative data were gathered using structured observation rubrics that evaluated four primary indicators: technical execution, planning accuracy, collaboration, and professionalism. The findings indicate that Group B, which employed cardboard simulations augmented with AR overlays, attained an average performance score of 8607, in contrast to 7350 for Group A. Group B exhibited enhanced planning, lower error rates, and more robust work attitudes. Feedback obtained from reflection sheets corroborated pupils’ enhanced comprehension of spatial concepts and safety protocols. This study advocates for e-learning methodologies by introducing a novel hybrid paradigm that integrates physical simulation with digital support via AR. It mitigates the shortcomings of entirely online or exclusively digital learning systems by incorporating physical, manipulable elements into the virtual learning experience. This method enables students to engage with tangible items while obtaining digital instruction, connecting cognitive design with physical implementation. This work enhances the e-learning sector by integrating accessible physical simulation with AR technology, presenting a practical model suitable for low-resource settings. It illustrates that practical, low-tech resources—when enhanced by smart digital integration—can yield quantifiable educational improvements and promote the cultivation of vital engineering skills. © The Authors.

Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment. © 2024 by the authors.

For over a decade, the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor (BOP-CCERS) Educational Program has supported New York City teachers and students through experiential learning in science education. The program has been supported by over $10 million dollars of award support from the National Science Foundation (NSF) and has involved multiple community stakeholder collaborations led by Pace University. Within the University, the initiative spanned three different schools and colleges with collaboration through many academic departments. Two grants in the project have been the Science, Technology, engineering, and Mathematics plus Computing (STEM+C) and Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose of this article is to summarize the major impacts this integrated program has had on New York City teachers and students designed to provide teachers with experiential education support and engage students to improve their STEM education and encourage further STEM studies and career pathways. Results from over a decade of programming, vast amounts of data collection and analysis, and multiple research studies have indicated considerable achievements for the program involving both support for teachers and engagement for students. The long-term outcome is improved student STEM achievement and recruitment and retention of diverse students in STEM college programs and careers. © 2024 Sciedu Press. All rights reserved.

Within the framework of the cultural sociological approach, the article studies the cultural narratives that justify the educational choice of students studying in higher education programs in Russian singleindustry towns, as well as the institutional conditions that lead to these choices. The research was carried out in a qualitative strategy based on the results of 70 semistructured biographical and expert interviews with students and representatives of universities and enterprises of singleindustry towns in the Sverdlovsk region. The field materials were interpreted using grounded theory and discourse analysis procedures. The study allowed to identify eight key narratives, namely: the narrative of danger avoidance the narrative of being trapped and liberated; the narrative of destiny and duty to the city and industry; the narrative of free time; the narrative of irreversible randomness; the narrative of continuing the family legacy; the narrative of pride in engineering; and the narrative of reliability and care. The author describes the practices of interaction between universities and enterprises that determine the educational choice and include basic departments, organization of student internships, joint career guidance activities for schoolchildren, and special scholarships with the obligation to work them out afterwards. © 2024 Russian Public Opinion Research Center, VCIOM. All rights reserved.

Purpose – Based on the principles of the human capital theory, this study investigates the role of the quality management system (QMS) in higher education institutions (HEIs) in developing successful employability attributes among graduates. Considering industry as a prominent stakeholder in academia, the authors took industry–academia collaboration as the mediating variable. Design/methodology/approach – Using the European Foundation for Quality Management model, the author analyzed how QMS in public HEIs located in London, the United Kingdom (UK), impacts business management, computer science and engineering students' employability. Following the nonprobability convenience sampling technique, this study included data from 324 local and international students. Findings – The structural analysis identified QMS as a significant factor in enhancing students' employability, and industry–academia collaboration is found to act as a partial mediator in this relationship. Originality/value – The management of HEIs in developing countries can take valuable guidelines from this study and integrate QMS in their institutions in developing their students' employability, as it is being done by HEIs in the UK. © 2021 Emerald Publishing Limited

Purpose: In today’s highly competitive global business environment, there is a growing demand for professionals who possess well-developed soft skills. Such abilities include flexibility, effective communication and other skills. Soft skills are personal attributes and qualities that are more closely related to the emotional side of human beings. Individuals must cultivate and hone soft skills during their undergraduate studies. These skills, also known as interpersonal or non-technical skills, are essential to complement hard skills and pave the way for a thriving career trajectory. Soft skills are developed over the course of one’s career and are indispensable in establishing a strong, professional presence in the corporate or academic realm. The field of engineering is no exception in this regard, and the business approach during the engineering course is of significant relevance. By acquiring soft skills, engineering graduates will become competitive and adaptable professionals capable of handling the current and future challenges of the job market. The purpose of this study is to investigate the soft skills that students perceive as being better developed during their business classrooms in the engineering course and identify areas for improvement in the business education process. Design/methodology/approach: The research method consisted in four different phases from variables identification to statistical analyses. Then, as part of this approach a structured questionnaire was administered at the end of the engineering course, where students rated their perception of the degree of development of each of the soft skills covered in the course on a scale of zero to ten. The collected data were analysed using multivariate analysis techniques, including factorial analysis. Findings: The results of the study demonstrate that the set of skills acquired by individuals in business classrooms pursuing a degree in industrial engineering is in high demand by potential employers. Such skills are deemed essential for the successful operation of businesses in modern-day industries. The findings of this research validate the significant role that industrial engineering students play in fulfilling the requirements of the job market and pave the way to meaningful insights on how to approach this topic during the business education process in engineering courses. Practical implications: The findings bring about significant insights for national educational councils and ministries, universities and educational stakeholders in the process of updating, rethinking and implementing new curricula criteria in higher education, particularly in the Latin American context. Originality/value: This paper enriches the literature by assessing the development of soft skills of engineering students in the Latin American context. The research reinforces the importance of developing soft skills aligned with those required for the context of current and future labour markets. © 2024, Emerald Publishing Limited.

This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development. © 2024, Institute of Advanced engineering and Science. All rights reserved.