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The study aims to investigate the influence of the online professional development (PD) program focused on precollege engineering education on science teachers' teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Compulsory attendance in communication skills courses offered at colleges of engineering seems to be a problematic issue for many students because it prevents them from performing well in such courses. Many students believe that time spent on these courses comes at the expense of focusing on core courses and worsens their overall performance in these courses. As such, the purpose of this study is to investigate the relationship between attendance and students' overall performance in communication skills courses for the sake of providing suggestions that would enhance students' performance as well as allowing them to allocate more time to the core courses they are enrolled in. Making students' life easier would not only improve their status at the educational level but would also create a feeling of comfort and satisfaction in their surroundings, particularly among family members and friends. Participants in the study are university students enrolled in the college of engineering at a Middle Eastern university. The study yields significant results showing that compulsory attendance has no significant relationship with students' overall performance in communication skills courses. Relaxing attendance regulations might provide some margin of freedom for students to focus more on the engineering core courses without compromising their success in communication skills courses. The study provides significant recommendations that stakeholders can utilize to motivate students to perform well in communication skills courses while addressing any concerns they might have regarding the core courses they are enrolled in.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

This study investigated the perceived English-language academic writing challenges encountered by Thai EFL undergraduate engineering students and the strategies they employed to overcome these challenges. The data were collected from third-year Thai EFL undergraduate engineering students through a questionnaire and a semi-structured interview adapted from Hyland (2016) and Lin and Morrison (2021). The results revealed that vocabulary, grammar, and structure were the most challenging aspects at the sentence level for students. At the paragraph level, they considered summarizing and paraphrasing academic sources and producing a coherent argument the most challenging aspects when writing academic texts in English. Feedback from instructors was reported as the most useful strategy. However, students were most likely to seek online support when encountering problems in English language academic writing practices. The study concludes by discussing implications for teaching academic writing courses.

The flipped classroom instructional approach gained popularity after the COVID-19 pandemic, which significantly disrupted language instruction. This study aimed to evaluate the effectiveness of a full online flipped classroom instructional model to enhance students' meeting skills and their engagement. The model consisted of two lessons: group meeting skills and writing the minutes of meetings. The participants comprised 48 third-year undergraduate engineering students from a public university in Thailand. The study utilized the KW#4 principle to compare average scores of passing students in formative and summative assessments, and to analyze pre-test and post-test scores, aiming to evaluate the model's impact on students' meeting skills. Student engagement (affective, behavioral, and cognitive) was examined using a questionnaire and semi-structured interviews. The results showed that the model was effective, as the post-test scores were significantly higher than the pre-test scores. Further, the results from the KW#4 revealed that the model was effective since the effectiveness of criterion learning (formative and summative tests' average percentage) in using the flipped classroom to enhance group meetings and the minutes of the meetings of the students was 87.6/82.8 and 74.06/74.02, which was higher than that of the set standard criteria of 60/60. The students also demonstrated a high level of positive cognitive, behavioral, and affective engagement. The study provides a holistic perspective on the effectiveness and practicality of the model, thus yielding further support for technology-integrated language instruction in ESP courses.

The purpose of this research was to study and compare children's collaborative behaviours through organising experiences based on the engineering design process. This research was conducted in the context of Thai early childhood classroom. The study group used in this research was 30 students from Kindergarten 3/1 Anubansamsen School (The Government Lottery Office Support) studying in the second semester of the academic year 2022 using a cluster random sampling method. The instruments used in the research were: 1) an experience plan based on the engineering design process for early childhood children; and 2) an observational form of early childhood children's collaborative behaviours. Statistics used for data analysis were mean, standard deviation, and t-test dependent. The results of the research revealed that, before organising experiences based on the engineering design process, early childhood children showed collaborative behaviours at a moderate level (M = 19.06). After the experience, the collaborative behaviours of early childhood children overall were at a very good level (M = 42.46). When comparing the collaborative behaviour scores of early childhood children, it was found that after the engineering design experience, the scores were significantly higher than before, at a statistical level of 0.01.

The current practices and shortcomings of engineering students' English language teaching (ELT) syllabi were examined from the perspectives of learners and teachers in English as a foreign language (EFL) context. The syllabi included content that had little impact on students' communicative competence in English (CC-E). Students were generally concerned about their professional communication abilities. In this study, the researchers collected data from ten engineering-focused universities in Bangladesh. These universities' existing ELT syllabi (ELT-S) were examined, seeking the current practices and pitfalls. The study sampled 152 participants from the selected universities. The study followed a mixed-method approach. In the qualitative technique, content analysis, focus group discussion (FGD), and interviews were employed for data collection, while survey questions were used in the quantitative approach. The study's findings revealed that the existing English syllabi of those selected universities required updating and modification to meet the identified professional requirements regarding the type, credit allotment, content, classroom practices, class size, policies, etc. The improvements included redesigning English syllabi, material, and teaching methods to improve engineering students' communicative abilities. A uniform curriculum with at least one English language sessional course per semester in all engineering majors was strongly recommended.

This study investigates the relationship between first-year higher education students' (N = 405) approaches to learning and academic performance on engineering mathematics courses. In addition, we study what combinations of approaches to learning students apply, how these combinations change over time, and whether they are linked to the pedagogical design. The students were divided into an intervention group taught with an instructional model based on flipped learning, and a control group taught with a modern lecture-based model. The students' approaches to learning were measured five times during one academic year. Multiple linear regression, dominance analysis and cluster analysis were used in analyzing the data. We found that a high level of organized studying and a low level of surface approach to learning were positively linked to exam performance, but a deep approach to learning was not linked to performance. In the last three measurements, the students in the intervention group were overrepresented in the cluster with the most desirable profile in terms of approaches to learning. In the long term, flipped learning seemed to foster deep approach learning and organized studying better than the lecture-based model.

The development of interest and aspirations to pursue STEM careers has been a focus of recent educational research and action. This study used Social Cognitive Career Theory as the framework to explore how types of learning experiences in and out of school prior to college affected undergraduates' STEM beliefs and intent to pursue a career in a STEM field. A sample of 312 students at a large university were surveyed about the experiences in which they had participated, their perceptions of those experiences, and their self-efficacy, outcome expectations, and interests in science, mathematics, and engineering. The results indicated experiences that predicted beliefs across all STEM areas, but also some key experiences that differed depending on the subject. Experiences revolving around family and career-specific activities were important for science and engineering beliefs, the opportunity to build and create was important for mathematics and engineering beliefs, and varied instructional techniques were valuable for mathematics and science beliefs. This paper details the relationship between these experiences and STEM beliefs and career choices along with recommendations for educators looking to develop experiences to enhance STEM career pathways.

Objectives: The purpose of this study was to investigate and compare the attitudes of English medium instruction (EMI) lecturers and students and non-EMI lecturers and students toward English in Algeria. The Algerian government plans to implement English as a medium of instruction in higher education. Methods: The research was carried out at an Algerian university where French is the primary language of instruction, but English is used as the medium of instruction for certain courses in the engineering department. Data were gathered through a questionnaire, which was distributed to a group comprised of 52 EMI lecturers, 226 EMI students, 70 non-EMI lecturers, and 254 non-EMI students in engineering programs. Additionally, 18 EMI lecturers, 18 EMI students, 18 non-EMI lecturers, and 18 non-EMI students were interviewed. Findings: Most participants hold a positive attitude toward English, with a slightly negative attitude among senior non-EMI lecturers. Educational, instrumental, and linguistic reasons were the main factors behind the participants' positive attitudes. Most Algerian higher education lecturers and students are aware of the high prestige of English and its importance in research and technology. On the other hand, some senior lecturers display negative attitudes, believing that English does not deserve its high prestige and status. Recommendation/Significance: In its implementation of EMI, the Algerian Higher Education Ministry should highlight English's eminence in the global community and underscore its advantages in the Algerian context. This could be accomplished by organizing workshops and training sessions that center on such benefits.

With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers' visibility of students' work in such a setting created challenges for teachers and learners alike. In the current study, students' perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.

Along with the rapid development of Chinese modern design since the 1980s, modern design education has grown in China. Many studies have already been conducted to examine the key aspects of this historical phenomenon, e.g., heroic figures and well-known institutes. This article, however, investigates the anonymous activities of modern design education in Western China that have long been ignored because of their mundane function. Methods such as document analysis, questionnaire, interview, and subjective understanding are used to achieve the goal of this article. Through research on the School of Fine Arts in a University of Science and Engineering in Western China, as a typical case, this article reveals that although the school lags behind many other design schools, modern design education at the school has experienced sustained growth since its rise in the twenty-first century. The school has made achievements in a difficult situation but suffers from a series of disadvantages and problems. Additionally, modern design education at the school is facing new challenges resulting from changes related to raised standards and intense competition. In conclusion, the value of relatively unknown educational organisations of modern design is becoming clearer, since they are closely connected to the everyday life of ordinary people in Western China and take on a great deal of responsibility in serving the general populace and the vulnerable groups in society. This article, therefore, tries to call attention to anonymous modern design education whose aspects are disclosed through a case study.

Escape rooms are an established game genre that has become popular in educational contexts in recent years. Digital escape rooms are variations, which use digital environments and may be played by participants not present on site. Compared to physical escape rooms, digital escape rooms are characterised by lower implementation and application efforts and at the same time by reduced intensity of the experiences. There is little evidence to date as to whether these lowthreshold escape rooms are nevertheless sufficiently effective for learning. In this evaluation study, a learning activity based on a digital educational escape room (DEER) that uses the 360°-based spatial visualization (360VR) of a waterworks and a web-based form -- contributing guidance and the escape room-specific challenges -- is analysed. In the learning activity, students of environmental engineering study programs are asked to explore the 360VR-based waterworks guided by the instructions and challenges in the web-based form. Quantitative results of the study on learning outcomes and variables relevant to learning, such as emotion, motivation, and usability (N=73) are reported. The evaluation is supported by the qualitative results of guided interviews. Remarkably, some participants would have preferred to explore the 360VR environment without the guidance provided by the web-based form. Overall, the results show the learning effectiveness of the DEER, the efficacy of the web-based form as a guidance instrument, and values of learning-relevant variables that are conducive to learning. The DEER also achieved a high level of acceptance among students. Due to the low effort required for the creation of the DEER by lecturers and for application on the part of students, the presented combination of 360VR and web-based forms can be seen as a powerful low-threshold learning tool that enriches teaching.

Engineering education aims to equip children with the skills to solve and apply complex problems. Problem-solving processes in engineering require high-level thinking and mind habits. Habit is a term used to describe various aspects of intelligence. Engineering habits of mind are the values, attitudes, and thinking skills associated with engineering. This research aimed to develop a scale to assess the engineering habits of mind of children ages 5-8. The study involved 417 children in two provinces in the southwest and northwest of Türkiye. We performed Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) for the scale's construct validity. The scale consisted of 35 items and six factors and explained 59.2% of the total variance. We called the factors "system thinking," "creativity," "optimism," "collaboration," "communication," and "attention to ethical considerations." According to the CFA result, the construct we obtain is reasonable (X[superscript 2]/sd= 1.97, RMSEA= 0.068, CFI= 0.93, TLI= 0.91, SRMR= 0.062). The item total correlations range from 0.43 to 0.66. We determined the Cronbach Alpha coefficient of the scale to be 0.94 and the test re-test reliability to be 0.87. According to the results, it can be said that the scale obtained can be used validly and reliably to determine the engineering habits of mind children according to teacher reports. The study contributes to the ever-increasing engineering habits of mind literature.

The purpose of the study is to explore the advantages of study groups for first-year engineering students in a challenged Global South context. The research aims to explore how the support and resources provided by the peer-led study groups can help students cope with the stressors and challenges that are often associated with the transition to university and the demands of an engineering programme. Educational institutions prioritise student development, yet many student initiatives overlook student agency and that understanding students' learning approaches is necessary for effective support initiatives. A total of 40 registered engineering students, who voluntarily enrolled in the peer-led study groups, were the subjects of this study at the University of Pretoria. The research adopted a qualitative approach and aimed to explore the advantages of study groups. Data were collected through interviews and surveys with both students and study group leaders to gain their respective views on the strengths and areas for improvement of the learning community experience. The research was conducted using qualitative methods to gain a deeper understanding of students' experiences with study groups and the associated benefits. Through participation in study groups, students benefited from the support of their peers, opportunities for alternative problem-solving methods, and improved academic performance. Furthermore, the smaller group size and collaborative nature of these groups created a supportive and empowering learning environment, where students felt confident to ask questions and engage in meaningful learning opportunities.

This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes. Acknowledging the history of writing with technologies and writing as technology, the development of GAI warrants attention to pedagogical and ethical implications in writing-intensive engineering classes. This pilot study investigates how the use of ChatGPT impacts students' lab writing outcomes in terms of rhetorical knowledge, critical thinking and composing, knowledge of conventions, and writing processes. A group of undergraduate volunteers (n = 7) used ChatGPT to revise their original engineering lab reports written without using ChatGPT. A comparative study was conducted between original lab report samples and revisions by directly assessing students' lab reports in gateway engineering lab courses. A focus group was conducted to learn their experiences and perspectives on ChatGPT in the context of engineering lab report writing. Implementing ChatGPT in the revision writing process could result in improving engineering students' lab report quality due to students' enhanced lab report genre understanding. At the same time, the use of ChatGPT also leads students to provide false claims, incorrect lab procedures, or extremely broad statements, which are not valued in the engineering lab report genre.

Doctoral students require scientific writing skills and appropriate learning media assistance to meet publication requirements in distinguished journals. This investigation evaluates the efficacy of Moodle and OJS in teaching dissertation proposals, based on the experiences of engineering doctoral students, to provide suggestions for the optimal platform. The study examining the efficacy of the OJS-based learning model for developing dissertation proposals as compared to Moodle for engineering doctoral students revealed varying results based on the statistical methodology used by UEQ. While the Comparison of Scale Means indicated OJS to be superior across all scales, the Two-Sample T-Test established significant differences solely on a few scales. While the OJS learning model may have a higher mean value, its superiority across all aspects of UEQ cannot be assumed. To enhance student learning experience, outcomes, and the learning model itself, optimization of all UEQ scales is imperative in the OJS-based approach to dissertation proposal development.

Higher education providers have redefined their focus to include work-integrated learning (WIL) as an alternative way to prepare graduates for professional and future employment. Although WIL was designed to enhance graduates' work readiness, there is little evidence that the program supports the development of behavioural and employability competencies among participating students. Thus, this study aims to predict the effect of WIL through the partial least square path model on seven employability competencies. The sample consisted of 375 final-year engineering students from two Nigerian universities who had participated in a WIL program. A two-stage composite-based structural equation modelling was used to analyse the data. The average variance extracted and Heterotrait-Monotrait ratio were used to establish the validity and reliability of the instruments. A structural model was used to test the hypothetical constructs' relationship and level of significance. The findings supported all hypothesized direct relationships that WIL enhances graduate employability skills. The study concludes that WIL has immense benefits for students, including developing employability skills (i.e., Analytical, adaptability, communication, fundamental, ICT, interpersonal, and 4IR skillsets) for future employment. Consequently, it was recommended that higher education providers strengthen and establish frameworks for effective work-integrated learning program to enhance graduate employability.

The purpose of this study is to analyse the relationship between the self-perceived employability of engineering students and graduates and their employment situation. Methodology: A total of 505 individuals participated in this study, including recent graduates and senior students from five engineering programs at a public higher education institution in Colombia. This research adopted a quantitative methodology with a non-experimental cross-sectional design and a correlational scope. The data were analysed using inferential statistics. Findings: Based on the results, perceived employability considerably depends on four factors: the level of job performance, the number of promotions, work experience, and the education-job relationship. Originality: In the current labour context, employability is an important tool for graduates who are entering the labour market and must face a variety of challenges, such as the decline in work opportunities, the rapid development of technology, and the need for lifelong learning. According to the literature in the field, employability is significantly influenced by these kinds of external factors.

This study explores eight key themes: Self-control, personalized learning, smartphone habits, future-time perspective, information overload, digital literacy, meaningful learning, and metacognitive awareness. The primary objective is to investigate the correlations among these factors. Virtual presence serves as a moderating variable, influencing the connections between smartphone habits and digital literacy, as well as between self-control and digital literacy. Additionally, it moderates the relationship between self-control and information overload. The study collected data from 597 engineering students, utilizing a quantitative research approach and employing a questionnaire as the research instrument. Statistical analysis was conducted using a partial least squares structural equation model, implemented with SmartPLS version 4. The study's hypotheses showed a significant impact on each variable, with only the relationships between information overload and meaningful learning, and smartphone habit and metacognitive awareness showing no significant effects, as indicated by the findings.

Digital tools have become integral to training military engineers, and the introduction of a technology enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions(communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units.

This study examines the effectiveness of problem-based learning (PBL) technology in forming a foreign language professionally oriented competence of students of non-linguistic specialities. It was conducted with 60 students divided into experimental and control groups, who were taught a professionally oriented foreign language. The experimental group used PBL technology, while the control group used traditional teaching methods. The pre-and-posttests results showed that both groups demonstrated significant improvements in learning a professionally oriented foreign language. However, the experimental group demonstrated a significant improvement in retention of acquired knowledge compared to the control group. In addition, PBL technology was very interesting for the participating students, and it motivated them to study foreign languages in a somewhat more professional manner. This study provides empirical data confirming the effectiveness of PBL technology as an innovative tool in teaching a professionally oriented foreign language and in the formation of foreign-language professionally oriented competence of students of non-linguistic specialities.

This study attempts to understand the source of variation in the Students' Evaluation of Teaching (SET) of mathematics courses by comparing the data structure of engineering major students and mathematics major students' datasets. The sample considered in this study consists of 644 students distributed into two majors: 237 mathematics students and 407 engineering students who filled out a 20-item SET questionnaire to rate the teaching practices of three different mathematics courses offered by the Department of Mathematics. The hypothesis tested in this study is: that variation in students' perceptions of mathematics course teaching practices is different based on students' majors (Mathematics versus Engineering). Measurement invariance (MI) analyses were used to examine the source of variation in the datasets and to compare engineering and mathematics students' perceptions of the teaching effectiveness of mathematics courses. While the results of this study provide evidence of the SET validity, it was found that engineering students differently perceive three out of twenty of the SET questionnaire items when compared with mathematics major students.

This article describes the findings of a study on the correlations between English as second language (ESL) motivation, understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner's motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.

This paper discusses engineering praxis ethos (EPE), a proposed framework for constructing a STEM learning environment embedding interrelated components of learner experience and design activity, which can support curriculum and instructional design and evaluation in STEM education. The authors propose that STEM is a meta-discipline that relies on the design life cycle, the intellectual root of engineering disciplinary knowledge. The nature of design and design activity calls attention to domain-specific needs of STEM teachers and focuses discussions and critiques about the epistemological adequacy of integrated STEM content knowledge. Given the urgent need for learners to develop 21st century skills in STEM, the authors argue for the feasibility of incorporating both mathematical and simulation models using new technologies when designing experiences for learners. An example of teaching and learning systems thinking in undergraduate engineering education highlights how EPE can be a viable theory of action for STEM educators.

This study sought to investigate university mathematics teachers' perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others feltthey needed more professional development in this domain. The findings of the study suggest that teachers' perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

Peer feedback via CMC modalities has become an alternative to conventional in-class peer feedback due to the rapid rise of educational technology and the widespread use of computer-mediated communication in L2 education. Despite the fact that much research has been published on the benefits of CMC tools for enhancing L2 proficiency, the number of studies on peer feedback provided on online platforms and its effect on L2 writing achievement is limited. Therefore, the current research, with the participation of 42 university preparatory class engineering students, aimed to investigate the effectiveness of web-based peer feedback on L2 writing achievement and their views towards web-based peer feedback. For this study, the purposive sampling method was employed. To collect the data, pre-and post-tests were used and semi-structured interviews were conducted with the experimental group members. The findings have indicated that compared to traditional teacher feedback, web-based peer feedback is found to be more effective in improving students' L2 writing achievement. Regarding the views of participants, web-based platforms to give feedback has several advantages, including practicality, ease of access, motivation, and continuous learning. The quality of the input, a lack of technological resources, or connectivity problems were regarded as the disadvantages.

In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams' high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.

The discrepancy between competence and real work in engineering graduates can be resolved with cooperation by the construction industry. Therefore, it is necessary to determine the appropriate and required architectural engineering competencies with the current demands and conditions of the construction industry. So, this study aims to analyze the determinants of competence and test the competency development model for architectural engineering graduates according to the needs of the construction industry. The research sample method is non-probability sampling using purposive sampling. The research sample consisted of 240 practitioners and trainers from 40 construction industry companies. The PLS-SEM technique was used to test the measurement and structural models (3 dimensions, 8 elements, 47 constructs/indicators, and 9 hypotheses). The competence of architecture graduates is determined by the dominant factor, namely Utilities and Building Construction (UBC1 & UBC2, [lambda] = 89.90%), and Building Estimation and Costing (BEC7, [lambda] = 73.30%) is the lowest factor. The ability of the structural model to explain architectural competency measurements is 36.20% in the moderate category. The predictive relevance value (Q2) explains 47.5% to 56.0% of the phenomena predicted in the field and explains the level of strength of the observed value in the structural model. Furthermore, 9 hypotheses from 8 dimensions have a positive and significant effect. The results of this study can be a recommendation for schools in the competency implementation model, and efforts to improve graduates' abilities and skills so that they can be absorbed by the construction industry and reduce unemployment.

Dropout rates in engineering degree programmes at universities are high, and skilled workers are needed. Universities try to prevent dropouts with different offers one of which is attending bridging courses. Research on the effects of these programmes is rare, especially in subject-specific programmes and study formats like cooperative education. Furthermore, the results are contradictory. We focus our research on Germany and use data from the project "Study Process -- Crossroads, Determinants of Success and Barriers While Studying at the Baden-Wuerttemberg Cooperative State University", which included 963 participants from the first academic year and matched data from a survey with university administration data on dropouts two years after enrolment. Different propensity score matching algorithms and entropy balancing show small, non-significant negative effects. Results are reflected and embedded in the current state of the research. New research questions are discussed and practical implications are considered.

The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on -- rightfully so -- Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students' responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students' responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.

This study identifies women college engineering students' perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students' learning motivation with online STEM learning during the pandemic? The results show that the online learning format influenced women college engineering students' perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were 'confidence' and 'attention'. Findings suggest that the online STEM learning format influenced women college engineering students' learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning. As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students' emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.

Student satisfaction is a key performance indicator in evaluating any degree program's performance. In light of the vast difference between online and traditional degree programs, factors that may significantly affect student satisfaction and thus contribute to the success of online degree programs still need to be explored. Previous literature on student satisfaction either focused on the course level or researched the factors for traditional face-to-face degree programs. This study shifts the focus to online degree programs by integrating the existing literature and proposing a new conceptual framework for evaluating online degree programs. The proposed conceptual framework includes six big categories of factors and three outcome variables related to student satisfaction. The theoretical underpinning of the conceptual framework was supported by a comprehensive literature review regarding each of the six factors. Data were collected from two online engineering degree programs in a large public university to assess the underlying relationships and identify the key factors affecting student satisfaction. This research contributes to the existing literature in the following four aspects: 1) it integrates the existing literature and proposes a new framework for evaluating online degree programs; 2) it identifies critical factors for evaluating online degree programs through student satisfaction; 3) it extends the definition and construct of student satisfaction, and assesses the construct from three dimensions; and 4) it provides suggestions to the policymakers such as school administrators and accreditation bodies. [Note: The page range (1-37) shown on the PDF is incorrect. The correct page range is 202-238.]

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

The introduction of Chat Generative Pre-Trained Transformer (ChatGPT) in November 2022 brought about rapid changes in the workplace and academia. Its usage ranged from student assignments to workplace targets in the engineering field. Although it has brought novel ideas to its application in various fields and task efficiency in the workplace, its perceived application varies among students, teachers, and professionals. This study employed the snowball sampling technique and interviews with eight students, eight faculty members, and eight working professionals from computer science engineering who used ChatGPT regularly. The study adopted a qualitative research design and employed the narrative data analysis technique. Researchers conducted in-depth, semi-structured interviews to elicit user experiences from the recruited samples. The findings brought out six main and twelve subordinate themes regarding ChatGPT user experiences: adapt, adopt, embrace, ease, speed, engage, and automate. The inclusion criteria involved ChatGPT users from the computer science engineering domain only. Future research may focus on developing ChatGPT user policies for various fields of their applications.

This study explored relationships between hope, self-efficacy, and professional identity among a group of undergraduate engineering students at a western institution of higher education in the United States (US) over the span of an academic semester. We conducted a mixed-methods study with undergraduate engineering students to measure aspects of hope, and self-efficacy. Furthermore, we investigated how they perceived their own professional identity in terms of what it means to be an engineer and engage in the profession. Participants reported high levels of hope at mid- and end-of-semester. Those pursuing degrees requiring professional licensure reported higher levels of willpower compared to students pursuing non-licensure degrees. Students experienced increased self-efficacy towards engineering skills and processes over time. Participants' perceptions of engineering professional identity remained consistent over the semester. Their sense of engineering work and goal orientation fell primarily into one of three archetypes: Pragmatic, Creative, and Altruistic.

The present study examines the first-year engineering students' attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students' performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.

CIPP, as a decision-oriented new model of curriculum evaluation, is suitable for the evaluation needs of information-based physical education courses. The evaluation of teaching in information-based physical education courses based on the CIPP model is divided into four categories: context evaluation, input evaluation, process evaluation, and product evaluation. This study explores the evaluation system of information-based physical education courses to fully leverage the guiding function of course evaluation, aiming to better optimize the construction of information-based physical education courses and improve the quality of teaching in these courses.

The objective of this research is to study if the use of the calculator decreases students' anxiety in the subject of differential and integral calculus. Specifically, the research is carried out with 30 engineering students. Auzmendi anxiety factor questions are used to measure anxiety. The study is carried out in two moments; in the first the calculator is not used and in the second if they use it. In the second case, the calculator is used in problems involving the application of derivatives and integrals. The results indicate that the students reduce their anxiety when they use the calculator. Thus, in seven of the nine questions, students who use the calculator obtain a higher mean, it helps to reduce anxiety. In general, t-student test indicates that the moment students use the calculator they have less anxiety, and it helps to reduce errors in the mathematical process. Teachers should consider the calculator as a resource that motivates the student and helps reduce anxiety. In addition, the use of the calculator helps to reduce mathematical errors in basic operations and in the application of derivatives and integrals.

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=0.934, k=0.392, p=0.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=0.286; p>0.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<0.05, [epsilon][superscript 2]>0.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to pre-program. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.

In the 1980s of the twentieth century, universities in developed countries began to realize the growing gap between the capabilities of new graduate engineers and the actual requirements of engineering branches. The strong progress of technology requires engineers to have the intellectual abilities and necessary job-specific skills to master that progress. This paper focuses on Conceive, Design, Implement and Operate (CDIO) approach-based teaching for students majoring in electrical and electronic engineering technology at engineering universities in Vietnam to demonstrate the feasibility of the teaching model. The experimental method of synthesizing qualitative and quantitative results for 90 students in control and experimental classes was used. The experimental and control classes both had 45 students. SPSS software version 22 was used to gather data and evaluate the learning results of the two experimental and control groups. According to the findings of the T-test analysis of the independent variables for the two groups, the experimental class performed better in academics and had students in the experimental group who were more satisfied with their post-test scores. This result contributes to confirm that the use of the CDIO-based teaching model in Vietnam is effective for students majoring in electrical and electronic engineering technology.

There is a critical need to broaden access to engineering education in order to build a strong and diverse engineering workforce. However, four-year engineering programs are typically designed for students who are calculus-ready, so many students who wish to study engineering may need additional preparation and time to succeed. The NSF-funded Redshirt in Engineering Consortium was formed in 2016 to enhance the ability of academically talented but underprepared students from low-income backgrounds to successfully graduate with bachelor's degrees in engineering. The "redshirt" name is derived from the practice of giving some college athletes an extra year of eligibility to prepare for college-level competition. Implementation and evaluation of Redshirt programs across six universities participating in the Redshirt in Engineering Consortium revealed important lessons for schools considering a Redshirt program, including the importance of alignment with a college-wide commitment to increasing equity; sufficient funding for a full-time administrator; ability to fit shared curricular experiences within existing degree requirements; and attention to Redshirt's unique role in the landscape of existing equity programs. Over the course of the five-year grant, understanding of the Redshirt in Engineering Model also evolved to center on five key pillars: (1) a focus on supporting high-achieving students from low income or educationally disadvantaged backgrounds; (2) an expected five-year graduation timeline; (3) personal, professional, and study skills development; (4) intrusive advising; and (5) community-building and social support. This article defines the key elements of the Redshirt in Engineering Model, describes model adaptations and lessons learned through implementation and evaluation across the consortium, and suggests considerations for other institutions interested in implementing a Redshirt in Engineering program.

Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering.

Due to its positive results, active learning has spread to most areas of knowledge of Civil Engineering. Many of these studies used only one technique, which is limiting given the diverse learning styles that the students may have. The road geometric design is the area that has been the least explored in Civil engineering. Therefore, the objective of this study is to show the implementation of multiple different active learning techniques in online road geometric design courses. The study shows an iterative implementation of multiple active learning techniques throughout the sequence of the three undergraduate courses in Ecuador. As a result, positive student perception was found from the combination of several active techniques. Each technique, called 'learning moment', was distributed weekly and separated from the others. The students gave the courses an average score between 8.34 to 9.06/10. At each learning moment, there were many positive comments and some easily resolved negative ones. The combination of multiple different active learning techniques, shown in this study, can be used in other courses of Civil Engineering, Engineering, or in similar areas of knowledge.

The aims of this research were to examine the changes in the students' perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students' perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.