Search Results for
"Engineering education"

This research explores the effectiveness of assessment tools used in evaluating the competencies and learning outcomes of engineering interns, specifically within the framework of AICTE's Examination Reforms Policy of 2018. Through the analysis of data collected from industry mentors, students, and a comparative group, the study identifies the strengths and limitations of current assessment practices. Key findings indicate that while the tools are effective in measuring core competencies and aligning with competency-based education principles, there is significant variability in ratings across different groups, suggesting a need for more tailored and context-specific assessments. The research also highlights the importance of improving mentor involvement, enhancing feedback mechanisms, and refining student self-assessments to provide a more accurate and comprehensive evaluation of intern performance. Additionally, simulations conducted to explore the robustness of these assessment tools across different scenarios confirm their general reliability but also underscore the potential for further enhancement through advanced data analytics and personalized feedback systems. Overall, this study underscores the importance of continuous improvement in assessment practices to ensure that engineering interns are well-prepared for the challenges of the modern workforce. The research concludes with recommendations for refining assessment tools, including the incorporation of soft skills evaluation, the customization of rubrics for different engineering disciplines, and the implementation of data-driven strategies to enhance educational outcomes. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Sustainability competency is an essential component in engineering education and engineers with multiple competencies are in demand globally. Engineers are important players in adapting the latest technology sustainably. Undergraduate students, who are future professionals, can use engineering education for development of the modern sustainable world and they must acquire such skills. They need to be prepared to work in teams and think critically to solve complex problems with sustainability principles in mind. Cognitive, affective, and behavioral competencies are highly needed in skilled professionals and it is not easy to develop them through traditional teaching methods such as lecturing. Activity based learning is an effective approach for developing these competencies. This paper reports an effort to create awareness about sustainability in engineering education by undertaking multiple activities (carbon footprint, energy audit, mind mapping, sustainable designing etc. ) for first year engineering students at an autonomous engineering College in Maharashtra under Project Based Learning course (PBL). From the assessment of the activities, it was clearly demonstrated that students developed good understanding of sustainability and actively participated in all the activities and suggested various interesting measures to reduce carbon footprint and electrical consumption. They also used the sustainability principles in designing and implementation in their PBL projects at the end of the semester. Thus, PBL can be considered as a practical and innovative pedagogy to effectively support core values of sustainability such as participative learning, critical reflection, systemic thinking, and creativity. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

To explore the research and development trend of practice-led research in the field of education over the past 20 years, a comprehensive bibliometric analysis was undertaken in this paper, screening 37 articles sourced from the WoS Core Collection and Scopus database. Through the review of the above literature, we can see that the application of practice-led research in education is continuously increasing, the subject areas involved are constantly broadening, and the use of PLR as a research approach is becoming more refined. The application of practice-led research in the field of education has demonstrated its unique value and potential, but it also faces some challenges. Future research should continue to explore the methodological framework of PLR and promote its wide application and in-depth development in educational practice. © 2025 by IGI Global Scientific Publishing.

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

This research explores how Learning Management Systems (LMSs) can facilitate the implementation of storytelling in project-based learning, with a focus on a first-year engineering (FYE) course. To address this objective, we propose a teaching approach that integrates pedagogical tasks into the Brightspace LMS, grounded in a story-based approach. A case study was conducted to evaluate the LMS's effectiveness in supporting both teaching and learning processes. Specifically, this study examines how the teaching model integrated with LMS scaffolds student engagement, promotes collaboration and deepens understanding of key engineering concepts. The findings indicate that LMSs, when strategically aligned with pedagogy, can transform classroom dynamics by fostering interactive, student-centered learning environments that reflect real-world engineering practices. This research underscores the value of maximizing LMS functionalities beyond basic content delivery, bridging gaps identified in prior studies regarding the limited use of LMS features in engineering education. © 2025 IEEE.

Blended learning requires different proficiencies from learners and there is limited evidence on blended learning for undergraduate students specifically in practice-based courses. Within the personalised learning frame in virtual academic environments, journal writing and mindfulness interventions are gaining prominence. This study examines the impact of mindfulness sessions on learner motivation, self-regulation, and metacognition of undergraduate students from select practice-based courses (social work, nursing, engineering, architecture, fine arts) in select South Asian cities, compared to journal writing, both delivered online. Mindfulness sessions were more impactful and participants’ gender, year of study, family configuration, apprenticeship engagements, and program compliance were significant predictors. Female students, in advanced or final years of their studies, belonging to single-parent families, not doing apprenticeship alongside study, showing prudent compliance with mindfulness sessions and completing higher number of corresponding homework sessions, gained most. Mindfulness sessions could be incorporated in undergraduate practice-based courses, and their blended learning curricula in particular, to improve learner motivation, self-regulation, and metacognition. Emphasis would need to be laid on intervention compliance and some modifications would be needed for male students, students in their early years of undergraduate study, cohabiting with both parents and siblings, and doing apprenticeship alongside study. © 2025