Search Results for
"Engineering education"

Technology is changing how we understand knowledge in all its tenets. A direct implication which is often overlooked is how knowledge creation, production, and storage are reshaping the landscape of education. It wouldn’t be an understatement to say that human development has arrived at the historical junction where Technology, education and Science function in an assembly. This transformation necessitates a re-evaluation of the operational framework of education in the digital age. The paper delves into the procedural aspects of knowledge production and explores the influence of technological advancements at each stage. The pervasive nature of technology has significantly shaped the evolution of society at large and education in tandem with its function and purpose. Drawing on applied educational principles, the paper underscores the need to reimagine the key mechanisms of education in a knowledge-saturated technological era. These implications call for a reassessment of the essential components of education and the pedagogical approaches necessary to uphold its role in advancing human development. The paper examines three educational approaches of Critical Pedagogy, Challenge-based Learning, and Work-based Learning which treat technology not as an obscure aspect hidden in the undercurrents but consciously acknowledged as a distinct element: advocating the mindfulness of technology and its implications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Project Management Maturity Models (PM3) are meant to aid organizations working to execute their projects effectively and completely. Despite increasing project management education and certification, many organizations still struggle with project success rates. So, why do PM3s, designed to enhance project management capabilities, continue to fail to deliver expected results? Project Management Maturity Models for Organizational Performance addresses this question by analyzing the obstacles to PM3 adoption and the factors contributing to high project failure rates. The book, gathering feedback from over 1,200 PM practitioners, sheds light on the limitations of existing PM3s and offers solutions to overcome these challenges. The proposed solution, the Duplex Project Management Maturity Model (DPM3), provides a more user-friendly and adaptable approach to assessing PM3 capabilities for different project types and scales. This book is valuable for project managers, organizations, and stakeholders looking to improve project outcomes, as well as for researchers studying business management and organizational efficiency. By providing a nuanced understanding of PM3 adoption barriers and project failure trends, the DPM3 offers a practical framework for enhancing organizational performance. It guides practitioners to PM maturity that aligns with international standards and best practices. This book is essential for those seeking to transform modern management practices and drive project success. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Vocational institutions are essential in shaping individuals who are skilled, adaptable, and capable of integrating into various industry sectors. These institutions provide comprehensive training programs that extend beyond conventional teaching methods, emphasizing practical applications and hands-on experiences. This study examines how Measurement Level and System Integration in vocational education impact work readiness. Data was collected from 55 students in engineering programs at Universitas Negeri Padang using questionnaire that measured perceptions of system integration and work readiness, including indicators such as knowledge proficiency and technology utilization. The analysis, using Pearson's correlation and SmartPLS, found a strong positive correlation (r = 0.828) between effective system integration and work readiness. This means that better system integration is linked to improved student readiness for the workforce. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All Rights Reserved.

Europe is facing significant challenges in education, particularly within the rapidly evolving field of Additive Manufacturing (AM). As industries increasingly demand skilled professionals to adopt this technology, it becomes crucial to tackle these educational challenges through forward-thinking strategies across borders. Addressing this gap will ensure that Europe remains at the forefront of technological innovation and is able to meet the growing demands of the AM sector, which is expected to revolutionize manufacturing processes across industries. In response to this urgent need, a consortium of six European organizations has proposed the AMTE@CH project. This innovative project aims to combine Massive Open Online Courses (MOOCs) about hands-on tools and Vocational education and Training (VET) programs, creating a well-rounded training course tailored to the needs of Additive Manufacturing. By integrating both theoretical and practical learning modules, the project seeks to bridge the gap between academic knowledge and real-world applications, offering a comprehensive learning experience. This paper delves into the design phase of the AMTE@CH project, showcasing the creative and engaging learning scenarios carefully crafted for diverse groups of trainees. Each scenario is designed to cater to varying skill levels and backgrounds, ensuring all participants have the necessary knowledge and practical skills. The MOOC has been validated in a pilot phase involving 30 trainers who assessed its effectiveness. Their feedback sheds light on the strengths of this training approach and areas for improvement, ultimately informing future iterations of the program and contributing to the advancement of education in Additive Manufacturing across Europe. The AMTE@CH project fosters collaboration among institutions in different European countries, enabling knowledge exchange and the sharing of best practices. This approach not only enriches the learning experience but also creates a network of professionals equipped to meet the future demands of the AM industry. By bridging the skills gap, the project aims to support the growth of a competitive workforce in Europe through technological innovation, ensuring long-term success and sustainability in the sector. Moreover, it supports the alignment of educational programs with the evolving needs of the global market, preparing learners for the challenges of tomorrow's economy. © 2025 IEEE.

Traditional assessment methods struggle to authentically capture the practical application of competencies in complex learning environments such as SEL (Social-Emotional Learning) and CTE (Career and Technical education). These fields require tools that go beyond self-reports or structured written assessments, which often miss the nuanced, context-driven ways students demonstrate skills. ZoneSight leverages generative AI to perform deep contextual analysis on unstructured data like audio and video, allowing for a richer, more flexible assessment of competencies that more closely reflect the authentic learning, while also introducing more objectivity and scalability to assessments in these fields. This paper presents early progress and preliminary results from ZoneSight, a tool designed to address this challenge by analyzing real interactions to extract insights into nuanced competencies, beginning with SEL. ZoneSight's scalable, psychometrically sound assessments align with the dynamic nature of SEL (current focus) and hold future potential for application in CTE environments. © 2025 IEEE.

There is great potential in the introduction of gamified, interdisciplinary learning approaches in various education environments. This paper explores the effectiveness of Musical Mastermind, a gamified educational tool combining music education and computational thinking to promote interdisciplinary learning. The game, which uses a microcontroller-based LED matrix, challenges students to decode musical sequences, bridging artistic creativity and logical problem-solving. Rooted in the constructivist and experiential learning theories, Musical Mastermind integrates gamification into education, aligning with STEAM principles to foster holistic skill development. The game combines music theory and coding, encouraging exploration, problem-solving, and collaboration. The study was conducted in a seventhgrade classroom using the micro:bit, a cost-effective microcontroller. The students began with an introduction to music and coding, and then created and decoded musical sequences while engaging in collaborative gameplay. A mixedmethods approach was employed, utilizing pre-and post-test assessments, observational analyses, and feedback surveys to evaluate learning outcomes. Results showed significant improvements in music theory comprehension, computational thinking, and problem-solving skills. The students demonstrated high levels of engagement, teamwork, and perseverance, with increased motivation and a stronger connection between music and technology. © 2025 IEEE.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.

Immersive technologies like Virtual Reality (VR) are gaining recognition as valuable educational tools. VR has been successfully applied in therapy, including treating phobias (Maples-Keller et al., Harv. Rev. Psychiatry, 2017) and pain management (Pourmand et al., Curr. Pain Headache Rep., 2018). It also supports inclusive learning by removing physical barriers and addressing diverse social and emotional needs (Hutson and McGinley, IJTES, 2023). Additionally, VR can teach life skills such as anxiety management, decision-making, and hazard recognition (Roberts-Yates and Silvera-Tawil, Int. J. Spec. Educ. 34, 197–210, 2019). However, its potential to address emotional and social challenges in education and the school-to-work transition remains underexplored (Nuryana, The Palgrave Encyclopedia of Disability, Springer, Cham, pp. 1–8, 2024). This study examines how VR supports social-emotional and motor development and facilitates the transition of students with disabilities from school to employment. Data were collected through VR-based self-awareness workshops at educational sites in Germany, Switzerland, and Liechtenstein. Participants included 17 individuals: students (n = 7), special education teachers (n = 7), and vocational training specialists (n = 3). Selected results indicate that VR enhances student motivation and engagement across subjects. Teachers see VR as a powerful tool for adaptive and inclusive teaching aligned with Universal Design for Learning. However, successful implementation requires integrating both technical and pedagogical elements. While VR has great potential for inclusive education, low-threshold applications remain limited. Future efforts should focus on making VR more accessible and ensuring its effective long-term use in educational settings. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Two primary factors contributing to disparities in engineering degrees are the low female enrolment and their high dropout rates. Understanding the reasons behind female students’ choices related to engineering and the factors leading to their departure remains critical. This study presents empirical findings on the contrasting factors influencing career choices and dropout intentions among male and female engineering undergraduates. An analysis of data from 602 participants revealed significant differences in career motivations, with males being more self-oriented, whereas females demonstrated a more collectivist approach. Additionally, female students reported higher dropout intentions, correlated with more frequent experiences of discrimination and lower self-esteem. The study also identifies specific contexts within engineering campuses where female students experienced discrimination. By highlighting these differences and underscoring where discrimination occurs, this research enriches the comprehension of the challenges faced by female engineering students. These insights are vital for formulating strategies to boost female engagement and retention in engineering, targeting broader goals of diversity and equality in tertiary education. © (2024), (OmniaScience). All Rights Reserved.

The lack of uniformity in the concept of Project-Based Learning (PBL) causes confusion. PBL stimulates learning through real-world projects, central questions, collaboration, and support. This method shifts the focus from traditional instruction to active, student-centered learning. This research focuses on the development of Computational Thinking (CT) skills in Vocational High School (VHS) using PBL. This research involved 116 students who were taking Computer Network and Telecommunications engineering (CNTE) subjects from the competence of Computer and Network engineering (CNE) expertise. The students collaborated in groups of 2-3 to create a project in the field of Internet of Things (IoT) using sensors and actuators. The project culminated in a final presentation where each group showcased the project design, implementation, and data analysis results. This study analyzes student responses using descriptive statistics and discusses the findings quantitatively and qualitatively. The results highlight the impact of integrating PBL into VHS, especially in improving students’ CT skills. This research emphasizes the need for teamwork, project management, abstraction skills, algorithmic skills, and generalization skills in the context of PBL. Overall, the implementation of PBL not only improves students’ technical and academic abilities but also equips them with project management skills essential for future challenges in both further education and professional careers. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All rights reserved.