Search Results for
"Engineering education"

This article conducts a bibliometric analysis on gender disparities in STEM (Science, Technology, engineering, and Mathematics), with a particular focus on engineering. Despite the increase in graduation rates among women, their representation in these fields remains low. The research examines the most relevant scientific contributions published between 2015 and 2023 on women’s participation in STEM, based on an analysis of the 200 most cited articles. The analysis was conducted in two main phases: content analysis and network analysis. In the content analysis, key trends and challenges faced by women in STEM and engineering were identified, with emphasis on education, inclusion, diversity in the professional environment, gender inequality, and career support policies. The network analysis, conducted using the VoSviewer software, revealed clusters of relevant keywords such as “gender equality,” “women in STEM,” and “diversity,” allowing the identification of priority areas for future research and interventions. The results point to the need for interdisciplinary approaches to overcome the structural and cultural barriers that still limit women’s participation in these fields. The analysis revealed that adapting educational practices, professional support policies, and mentoring programs are essential to improve the retention and success of women in STEM. The research also highlighted the importance of addressing racial and gender inequalities, suggesting that public policies and institutional actions need to be more effective in promoting equity. The study concludes that, to foster greater diversity and inclusion in STEM, ongoing collaboration between academia, institutions, and governments is essential. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

This study focuses on developing a predictive modeling system to identify early signs of underperformance in vocational education, critical for building a skilled workforce. Addressing challenges like high dropout rates and inadequate graduate preparedness, the system utilizes machine learning techniques such as Neural Networks, Decision Trees, and Logistic Regression. Implemented in Python, it analyzes key features like academic records, attendance, engagement, and socioeconomic factors. Preprocessing steps, such as data cleaning and feature engineering, were implemented, and transfer learning was employed to adapt the model. This combination of feature engineering and transfer learning enables the transfer of knowledge from academic settings to vocational education by identifying and leveraging shared characteristics between the two domains. The system provides real time insights through automated reports and notifications, enabling targeted interventions to improve retention and graduation rates. This scalable approach advances educational technology and informs policies to enhance vocational education outcomes. © 2025 IEEE.

Technology is an ever-evolving topic at the forefront of conversations in education. For example, the use of artificial intelligence (AI) has highlighted the need for further discussion on its use in advanced learning. Within institutes of higher education (IHEs), students prepare for digital literacy and ever-changing technology tools. Due to the nature of this technological evolution, IHEs and future employers often work quickly. Further exploration may assist in collaborations and partnerships that streamline and strengthen the work related to increasing digital literacy. Institutes of Higher education (IHE) and Workforce Collaboration for Digital Literacy explores methodologies and strategies that highlight the collaboration between IHEs and the workforce. It highlights cutting-edge research on silo removal between IHEs and future employers pertaining to technology integration. Covering topics such as educational silos, technology access, and university libraries, this book is an excellent resource for educators, business owners, researchers, scholars, academicians, and more. Coverage: The many academic areas covered in this publication include, but are not limited to: • Digital Literacy • Educational Silos • Generative Artificial Intelligence (GAI) • Higher education • Information And Communication Technology (ICT) • Institutes of Higher education (IHEs) • Mental Well-Being • Open Online Courses • Rural Vocational Schools • Sustainable Development Goals (SDGs) • Technology Access • University Libraries • Workforce Collaboration © 2025 by IGI Global Scientific Publishing. All rights reserved.

The experience described here presents a series of educational strategies implemented in recent years at some architecture schools in Spain, Italy, and Bosnia and Herzegovina. These institutions have turned to non-formal learning to overcome certain limitations university structures face when promoting architecture education from a social and environmental responsibility perspective. One of the main obstacles encountered in formal learning arises from knowledge segmentation and the difficulty of articulating different academic programmes for a comprehensive understanding of sustainability. This problem affects many technical disciplines related to the design and construction of our environments. Rather than projecting a fragmented or localised view of the problem, architectural education can incorporate strategies that promote cross-disciplinarity and transdisciplinarity, as well as a strong international dimension capable of bridging different areas of knowledge. Therefore, developing a holistic perspective on the territory and its landscapes and an awareness of the long-term impact of human works requires a re-evaluation of teaching beyond the comfort zone. This text aims to expose different methodologies for successful case development through educational innovation, which have needed to transcend the boundaries of traditional teaching, sometimes through experiences outside the classroom, allowing for a more effective understanding of the social and environmental dynamics of local and global spaces. © The editors and contributors severally 2025. All rights reserved.

This study explores the use of a Virtual Reality (VR) application developed based on the syllabus of basic engine maintenance for the automotive program offered at vocational schools. The VR environment has been shown to enhance traditional paper-based teaching by reducing wear and tear during practical lessons. For stakeholders such as school principals and teachers, VR is particularly valuable as it minimizes the risk of damaging real engines during training, leading to cost savings. Additionally, students who used the VR application demonstrated significant improvement in hands-on skills, compared to those who only received traditional classroom instruction. Without the VR application, students often struggled to visualize real-world engine maintenance, resulting in poorer performance during practical exams. The VR application is designed with a laboratory environment and utilizes a first-person perspective to engage users. It incorporates 6-Degrees of Freedom (6-DoF) VR learning modules and covers three core lessons: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold, all of which are part of the basic engine maintenance syllabus. Each lesson is assessed at three levels, focusing on flow, engine cleanliness, gasket replacement, torque order, and overall performance. A single-subject, multiple levels testing design was used, supported by qualitative surveys. The study took three months to complete, during which participants attended their regular classes, used the VR application before their practical sessions, and then completed the preliminary survey. A non-randomized controlled evaluation with a total of 39 respondents is carried out, and the significant potential of VR in enhancing the students' perceived knowledge gains, learning experience and practical skills development is discussed in detail in this paper. © 2025 SPIE.

This chapter presents six different ways of using technology for blended learningandshowsthepossiblebenefitsofincorporatingblendedlearningintheengi neering education ofBangladeshinparticularandothersimilarcontexts ingeneral. It further proposes anindustry-focusedactivity-oriented teaching model forfacilitating student-centered teaching in engineering contexts by using blended learning. This chapter provides useful information that will assist in farming teachers’ attitudes toward using blended learning in classroom teaching. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called COMPUAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called CompuAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. A mixed methodology combining Likert scale-based questionnaires, AEQ emotional evaluation questionnaires, and direct observations was adopted to collect information on students’ academic performance and emotions. The questionnaires were designed to assess both the cognitive and emotional impact of AR. Statistical methods were used for data analysis, including analysis of variance (ANOVA) comparing the effectiveness of AR versus traditional teaching methods. The results showed that applying CompuAR significantly improved participation by improving students’ emotions and cognitive learning, especially those with special educational needs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In a world where technical, social and environmental challenges demand highly trained and proactive professionals, Higher education training must prioritize the development of skills that transcend technical knowledge. This study analyzes the relationship between proactivity and professional skills in Aquaculture engineering students at the State Technical University of Quevedo in Ecuador, in order to understand how these skills contribute to their comprehensive training. A descriptive-correlational methodology was used with a sample of 221 students, where surveys were applied to measure proactivity and professional skills. The results show a significant positive correlation between proactivity and professional skills, indicating that more proactive students have a greater development of skills. Specifically, student initiative is positively related to quality conservation skills. In addition, it is highlighted that approximately 92.3% of the variability in professional skills can be explained by student proactivity. In conclusion, these findings underline the importance of promoting proactivity in academic training, not only to improve professional performance, but also to face the global challenges of the aquaculture sector, such as food security and sustainable development. © (2025), (Universidad del Zulia). All rights reserved.