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The Sustainable Development Goals (SDGs) are global action plans that aim to address various problems globally in the social, economic, cultural, energy, and environmental fields. One of the global problems is the significant open unemployment rate due to the gap between graduates and available jobs. Therefore, we need an innovation in learning to train students to develop their competencies. Competency development can be done through chemoentrepreneurship-based chemistry learning (CEP). CEP-based learning is chemistry learning through projects in product manufacturing and marketing. This study aims to measure students' social and vocational skills through CEP learning. This research was conducted at Islamic Senior High School in Rembang, Indonesia. The research subjects were 47 students. The results of the N-gain test showed that the social skills of the experimental and control groups experienced an increase in the low/effective less category. The N-gain value of the experimental group's social skills was 50.06, while the control group was 41.32. The results of the N-gain test for vocational skills in the experimental group were better than those in the control group. The increase in the vocational skills of the experimental group was in the medium/quite effective category (58.32), while the control group experienced a very low/ineffective increase in the category (33.47). [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number is 2.]

University-Industry Linkage (UIL) is the interaction of academic or research universities and industries of different sectors for complementary benefits. This paper presents the results of a study conducted to understand the present status and challenges of UIL in the Regional State of Tigray, Ethiopia. Using convergent parallel mixed research design, the study addressed two research questions: (1) what is the status of UIL in the Regional State of Tigray, Ethiopia? (2) what are the UIL challenges facing universities and industries in the Regional State of Tigray, Ethiopia? Respondents were recruited from two universities and eight industries of different business areas including service, manufacturing, finance and energy. A survey questionnaire and interview protocols were developed by adapting items used in previous studies and distributed to a sample size of 1350. The findings show that there are occasional collaborations between the universities and industries in the Region mostly focusing on internship and training. Although communications and meetings are conducted between the universities and industries to create UIL opportunities in Tigray, signed collaboration agreements remain mostly on the shelf mainly due to lack of due attention and commitment from both sides in taking the step forward. Therefore, awareness creation measures and sound policy framework and guidelines should be in place for effective and practical collaborations to exist and get realized.

This study analyzed collaborative invention projects by teams of lower-secondary (13-14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams' knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

The purpose of this study was to determine the influence that a novel, industry-situated, Science, Technology, Engineering, and Mathematics (STEM) Learning Laboratory (STEM Lab) experience may have on students' (ages 10-18) perceptions of manufacturing-related careers as well as to identify any challenges/strategies for the implementation of these informal learning spaces within manufacturing facilities. STEM labs, which are similar to makerspaces, can be defined as physical spaces where students can learn integrated skills and content through hands-on experiences (Roy and Love, 2017). While STEM labs can be found in a variety of settings (e.g., school libraries, museums, or even theme parks), the industry-situated STEM lab that is the focus of this study is a unique application of such a learning environment in an informal space within a manufacturing facility. However, the aim for this specific space is to offer local students an opportunity to see manufacturing, the people that work there, and the skills that might be necessary to pursue a future career in the various aspects of this industry. This type of career awareness and preparation initiative has become an area of interest for manufacturers as they continue to face increasing challenges with attracting employees and confronting negative, potentially outdated, perceptions of manufacturing-related careers. That being said, this research will not attempt to justify the STEM lab initiative, but will instead provide a critical view of this novel context and this type of informal learning environment. This research objective was pursued by interviewing key industry stakeholders and analyzing an existing dataset-consisting of both student surveys and drawing tests-collected by the host manufacturer over the first year of the lab's operation. By triangulating the data gathered from stakeholder interviews and both student surveys and drawing tests, which were collected before and after their experience with the STEM lab at the manufacturing facilities, this research sheds light on the challenges that similar industry-situated learning environments might face, as well as provides opportunities to potentially enhance the experience from both the student and industry perspective.

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015-2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed.

Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff--instructors working there--are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7-12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.

This case asks information systems analysts to assess the cybersecurity posture of a manufacturing company. The exercise works well as a group activity in an information systems course that addresses cybersecurity controls. The case introduces guidance from the National Institute of Standards and Technology, and learners develop work products consistent with the standards. The narrative provides high-level summaries of relevant cybersecurity standards. The case is based on a real company and actual projects, but the company name and specific details have been fictionalized and made more abstract to make this case relevant even when specific technologies evolve. Through this experience, students will learn the importance of a defense-in-depth strategy for securing information systems.

The Fourth Industrial Revolution (4IR) refers to the current rapid technological growth that fundamentally changes how humans live. 4IR is essential to improve higher education worldwide and develop crucial skills such as e-learning and innovation, information and media technology, and life and career skills. This study aims to assess the knowledge of the application of the nine pillars of 4IR in Education among STEM teachers in Malaysia. The nine primary pillars of 4IR that create a digital revolution in industries are autonomous robots, augmented reality (AR), system integration, additive manufacturing, cybersecurity, cloud computing, big data and analytics, the internet of things (IoT), and simulation. A quantitative study approach, through a survey questionnaire, is utilized to conduct the study. Meanwhile, a sample size of 200 secondary school STEM teachers in Malaysia had been chosen through a simple random sampling technique. Mean scores are used to assess the knowledge. The findings of the study showed that the teachers are highly knowledgeable about the application of simulation (M=4.15), augmented reality (M=4.11), and autonomous robots (M=4.06) in education. Meanwhile, the teachers have moderate knowledge in the application of cybersecurity (M=3.29), additive manufacturing (M=3.27), and the internet of things (M=3.11) in education. Finally, the teachers recorded a low level of knowledge toward the application of cloud computing (M=2.48), horizontal and vertical integration (M=2.20), as well as big data and analytics (M=2.02) in education. This study gives implications for ensuring the teachers can meet the demands of the present education system and help their learners become more proficient in learning. In conclusion, integrating 4IR technology is an important aspect that needs to be utilized in teachers' teaching practices.

The pharmaceutical and medicine manufacturing industry has become the largest industrial sector for the employment of chemists, indicating a need for experiments with a pharmaceutical sciences context in the undergraduate chemistry curriculum. In the pharmaceutical industry, testing drug dissolution is a key analytical task for solid oral dosage forms that is performed in different phases of drug development to test the release behavior of new formulations, ensure consistency between manufacturing lots, and help predict the "in vivo" absorption of the drug substance after administration. However, there are a limited number of laboratory experiments in dissolution testing developed for the undergraduate chemistry curriculum. To help students obtain hands-on experience in dissolution testing, a protocol has been developed for an undergraduate chemistry laboratory course for students to build a dissolution apparatus, monitor dissolution processes, model the dissolution to extract kinetic parameters, and evaluate the consistency between dissolution curves with FDA regulated methods. Students successfully collected dissolution curves and completed the modeling analysis with nonlinear least-squares fitting. The designed dissolution protocol has been evaluated to have consistency and reproducibility to be implemented in the undergraduate chemistry laboratory curriculum.

Virtual Reality (VR) is increasingly recognized as a promising tool to enhance learning, yet research on the use of VR instructional approaches for online learning remains limited. The present study aims to address this research gap by examining the effects of VR instructional approaches and textual cues on learning. We conducted an educational VR study using a 2 x 2 + 1 between-subjects design involving 67 secondary vocational students. Participants learned computer assembly online and were exposed to either vicarious experience or direct manipulation instructional approaches, with or without textual cues. A control group received traditional online instruction using slides. We collected retention, transfer learning outcomes, cognitive load, and learning experience of students. The findings indicated that while vicarious VR had no effects on long-term retention, transfer, and learning experience, there were significant positive effects on the immediate acquisition of knowledge. Textual cues did not affect learning in general. However, for immediate knowledge gain, they did provide a positive boost to learning in VR involving direct manipulation, while they were unnecessary in vicarious VR experiences. This study contributes to how the cueing principle can be extended to educational VR contexts and expands the knowledge of vicarious VR learning.

"Troso" woven fabric is a kind of weaving fabric produced in a village in Indonesia called "Troso." The aim of this study was to identify the detailed process of manufacture of "Troso" woven fabric and reconstruct it related to several scientific concepts. Research method started by observe several local cultures in this city, and found that students can better understand the science concept and increase their environmental awareness when it is exemplified by circumstances in their surrounding environment. The results of Troso woven fabric reconstruction can be used as a contextual alternative learning resource and increase students' awareness in protecting their environment. This study uses a qualitative research approach through ethnoscience and ethnoecology. The two aspects of the study were carried out through the process of reconstructing indigenous science into scientific science. The research stages include pre-research preparation, primary data collection through observation, in-depth interviews, discussion, and direct observations. The next step was collecting data from the study of cultural documents on the manufacturing of Troso woven fabric as well as verifying, reconstructing, formulating, and conceptualising into science. Various scientific studies relate to the measurement process, compounds and mixtures, heat, and energy transfer associated with ethnoscience. Ethnoecologically, the community does not know yet about the environmental impact that has occurred, resulting in environmental damage even though the community has not directly observed it. By associating science material with the local culture, it is hoped that the understanding of science will become more meaningful and contextual.

The purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.

Online formative quizzes have been shown to be an effective tool for improving students' academic achievement. This quasi-experimental study investigated the effects of students' engagement in online formative quizzes on academic achievement in an undergraduate engineering course, employing a one-group post-test research design. Participants (n = 134) were assigned to a single group and voluntarily completed four online formative quizzes over an eight-week period. The dependent variable in this study was the participants' midterm exam grades in the course. Results showed that the average of the grades received from the online quizzes, the total number of quizzes completed, and the time spent on online formative quizzes were significant predictors of academic achievement. These findings suggest that engaging students in online formative quizzes can be an effective tool for supporting learning outcomes in engineering education. Limitations and suggestions for future research are also discussed.

In this paper we deal with a geometric machine that has gone somewhat unnoticed in mathematics education: the Perfect Compass. It allows conics to be drawn using a special two aperture compass, based on Apollonius' conic sections. Proposed in the 10th century, it seems that it was never built in medieval times--at least no archaeological remains from the medieval period have been found--and later constructions have operational limitations. This machine has been reengineered by us to make it fully functional and thus become a suitable instrument for education. We have built it using Digital Manufacturing technology, such as 3D printing and laser cutting, so that it can be widely available in the service of mathematics education. We also show how its operation results in a machine where its manipulation allows direct knowledge of the method and concepts used.

The fourth industrial revolution and the rise of collaborative robots (cobots) in industrial assembly lines are changing the traditional role of human operators in assembly tasks from following a sequence of operations to working together with a cobot and being able to intervene at different stages of the assembly process. Hence, it is important to focus on cognitive flexibility training, instead of on procedural skill training. The current research examined the effect of performing several task segments simultaneously on cognitive flexibility training in an assembly task. We used a novel 3D simulation system to train participants in three between-participants groups. The three groups together -- One Segment, Two Segments, and Nine Segments -- comprised 29 participants. Following training, participants were required to assemble the model including having to switch between different sequences. The results demonstrate that the Nine Segments group required significantly longer training time compared to the One Segment group. For the Two Segments group, the switching time was shorter and the mean number of errors after switching was higher compared to the other groups. To conclude, only performing the task in two segments simultaneously improved both the cognitive flexibility and the subjective feeling of competence regarding participants' cognitive flexibility.

Project-Enhanced learning is an excellent way to facilitate student-centered learning along with traditional lecture-based learning. In this Class and Home problem, an example of Project-Enhanced learning is provided that can be used in the Mass and Energy Balances (MEB) course. The students solve this problem as part of a group while receiving feedback from the professor and the teaching assistants. The overall learning objectives of this problem fulfill multiple ABET requirements.

3D-printing (3DP) is a rapidly evolving sector and is advancing at an unmatched pace. Integrating digital-based approaches to disseminate knowledge within institutional curricula is crucial for mainstreaming knowledge. This work explores the development of a virtual lab (VL) for additive manufacturing (AM), using an interactive VL simulator. The VL's experiments encompass anatomy, assembly, techniques, preprocessing, and postprocessing modules on AM. The aim of this dedicated AM VL is to facilitate digital education on 3DP among educational institutions. A case study compares the efficacy of VL to physical experimentation. Two groups of 30 students each provided feedback before and after conducting experiments in the physical laboratory and on the VL, respectively. The comparison elucidates how integrating the VL with traditional teaching pedagogy can be a progressive step in teaching AM in educational institutions. The teaching pedagogy approach is both cost-effective and time efficient. The developed VL offers unlimited access and availability for students to learn at their own pace. The design of the 3DP virtual simulation lab incorporates an inclusive align-act-assess approach, wherein each module includes related theory, aim, procedure, simulator interface, pretest, and posttest to align with this approach.

Automotive engine assembly and disassembly are common and crucial programs in the automotive industry. Traditional education trains students to learn automotive engine assembly and disassembly in lecture courses and then to operate with physical engines, which are generally low effectiveness and high cost. In this article, we developed a multilayer structured virtual reality (VR) system to provide students with training in automotive engine (Buick Verano) assembly and disassembly. The VR training system is designed to have several major features, including replaceable engine parts and reusable tools, friendly user interfaces and guidance, and bottom-up designed multilayer architecture, which can be extended to various engine models. The VR system is evaluated with controlled experiments of two groups of students. The results demonstrate that our VR training system provides remarkable usability in terms of effectiveness and efficiency. Currently, our VR system has been demonstrated and employed in the courses of Chinese colleges to train students in automotive engine assembly and disassembly. A free-to-use executable file (Microsoft Windows) and open-source code are availablefor facilitating the development of VR systems in the automotive industry.

This paper is located within a larger study of children's voice and storytelling. The focus is on how children use artifacts, such as special objects and photographs, to tell stories about their lives. We studied the collaborative learning of educators, in two schools in Eastern Canada, as they used sharing circles and multimodal pedagogies, and worked to elevate and listen to children's voices during a period of pandemic teaching. This study examines children's things/artifacts as material culture and relates things/artifacts to artifactual literacies. The action research design included a consideration of children's voice in early years research alongside the collaborative professional development inquiry undertaken by educators in the study. An analysis of key findings as they relate to evolving pedagogies, including how artifacts were used to tell stories, and how voice can be viewed through this artifact sharing is presented. We argue that building voice and collaboration can result from pedagogies of classroom sharing and listening. Educators' challenges in this research and their classroom teaching during a constantly shifting set of teaching conditions are fore fronted. Insights from children's particular artifacts and their stories enhanced educator and peer awareness of difference, and of cultural practices in families. Finally, implications for practice, and future research possibilities are presented, along with an argument for viewing children's voice as emergent alongside classroom multimodal pedagogical practices that augment children's voices.

This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors' problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students' abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to "see" the various components and their ways of interacting, making them more like expert engineers.

The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher. However, early- and mid-career researchers (EMCRs) are key to the future of interdisciplinary research. This paper asks, 'Why and how do EMCRs become interdisciplinarians?' It draws on analysis of interviews supplemented by ethnographic observations from a research project exploring the development of interdisciplinary expertise in universities. This paper outlines six common intersecting career pathways through which EMCRs come to work across disciplines. The diverse and often ad hoc nature of interdisciplinary research careers implies that support systems, resources and training need to be adaptive and flexible.

Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. This paper discusses meaning-making from a phenomenological standpoint, in which interpretative activities are relevant. This approach requires a careful analysis of the semiotic resources' evolution, including those related to the used digital tools. The paper aims to introduce an analytical tool, the Timeline. This tool is an elaboration on previous analysis tools, like the interaction flowchart and the semiotic bundle. Such a tool allows the analysis of relationship among interactions, semiotic resources, and meaning-making. In this paper, the Timeline is used to analyze two episodes from two different learning experiments where GeoGebra and augmented reality are used. High school students from Italy and Israel participated in this study. Video recording has been used to document the entire learning experiments. The analysis provides evidence that the Timeline enables investigating the relationship between students-teacher-artifacts interactions and meaning-making. Moreover, results may give teachers ideas for using digital tools to foster students' meaning-making.

Many of today's engineering students are seeking international, intercultural, and interdisciplinary educational opportunities that involve acquiring real-world project experiences while working toward making a difference in communities. Even as university teaching and learning is tied to terms and learning modules and therefore has certain constraints, educational programming should be balanced with lasting contributions to long-term goals of the partners and communities with which they interact. To achieve these goals, Oregon State University's humanitarian engineering program offered a two-part faculty-led study abroad course focusing on technologies and policies to meet household energy needs in rural Guatemala. During a 1-credit background course, a triad of stakeholders worked together to identify and formulate research questions for student-led team projects. These projects supported current and long-term objectives of the partnering researchers, U.S.- and Guatemala-based NGOs, local entrepreneurs, and communities in Guatemala. The research questions were then investigated during a 3-credit summer field course that followed. For the NGO and OSU researchers, these goals included gathering systematic data regarding user perceptions and adoption of the technologies for donor reporting requirements, measuring performance, facilitating co-development of user-driven designs, evaluating new usability protocols, and developing new sensor-based monitoring tools to quantify impact of cooking technologies. For the local manufacturing partner EcoComal, the primary goals involved improving workflow processes, optimizing stove performance, and contributing to manufacturing cookstoves. Communities were also supported through income-generating opportunities and subsidized cookstove distribution. Results showed that through this model both praxis and knowledge were advanced, partner projects and missions were supported, new technologies were commercialized, and data collected contributed to support donor financing and publications. Lessons learned point to the value of long-term partnerships outside of the course itself, the need for attention to fair trade learning and communication, and preparing for flexibility in the field when executing the projects.

Climate adaptation supports organizations in dealing with the current and projected effects of climate change by recognizing challenges as opportunities and increasing their economic efficiency. Based on the regional climate model REMO and 13 expert interviews with representatives from mainly manufacturing companies analyzed by the Grounded Theory methodology, this contribution aims to outline actual and future challenges of climate adaptation in the investigated region. We analyze how manufacturing companies respond to climate change and assess the main promoters and barriers of organizational learning in the context of climate adaptation. The expert interviews confirm the importance for companies of having a concrete business case for any strategies and of increasingly making their processes and manufacturing more transparent, through supply chain assessments. In accordance, a focus on strategic management levels is crucial for organizational learning processes as they are responsible for development, mobilization of resources and realization of adaptation concepts.

This study explored the process followed by a small manufacturing company in a rural area to implement a planned training program to develop the technical skills of its engineering/production workers as the company expands its operation. A case study design was used. Data was collected over an eight-month period by the examination of documents, direct observation, and interview. Findings indicate the process followed were consistent with elements of the Talent Development Architecture. The growth of the company presents learning opportunities for both the owner and his management team. The job analysis provided inputs to implement a planned training program and to develop documents to support talent development. To maintain a pipeline of skilled entry-level workers, partnership needs to be built with the high school CTE program.

The economic importance of design, and design engineers to the success of a company has led to the exponential growth in the demand for qualified design engineers. To fill this demand, colleges and universities provide the best training available so that, after graduation these engineers will provide significant input from the first day of work. We live in a time known as industry 4.0 or the 4th Industrial Revolution, where computer power rules and takes on greater tasks, freeing up time for the design engineer to design more and more complex designs. Sometimes, it is good to stop, and take a breath to review our practices and remind ourselves of things we may have forgotten. It is true that we can design complex mechanisms and systems, in times past many of these would not be possible. But can we learn or be reminded of good practice by taking a journey through some of the design methods from the past. This paper will travel back to the 2nd century BC and look at cutting edge water pump design and the importance of a good literature review. It will highlight a serious gap in knowledge when comparing full-time and part-time students in our modern age. Airship design will be reviewed, the R100, R38 and R101 to remind us of the need to cross check design calculations. Looking at the beauty of Concorde design will remind us of the requirement in any design of good planning and regular meetings. This journey will finish by looking at the design process of the Boeing 777 commercial airliner, one of the first designs to use Computer Aided Design (CAD) and Computer Aided Manufacture (CAM). The use of Design Build Teams (DBT) with cross-disciplinary experts who can reside anywhere in the world will be considered. The reviewed historical examples may at first glance appear happen-stance but are in fact linked, and demonstrate a continuing growth in the ability, knowledge, complexity, and techniques of engineering design. This step back in time will remind teachers of some basic principles when teaching design to future design engineers. Designs have become more complex in this modern age, but it would be incorrect to say that complex design did not exist in times past. Before the internet, aircraft were built, global communication systems existed, men went to the moon.

Background: Online learning has recently surged due to the COVID-19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective: This study explores how a large university in the Southeastern United States of America converted an in-person Lean Manufacturing professional course into synchronous online learning for industry participants. Method: The study analysed the performance of 212 in-person and 43 online industry participants and examined the views of online participants about the training. Paired t-tests, one-way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in-person and online groups on the three competencies (Lean culture, problem-solving and Lean systems). Results and Conclusion: Both online and in-person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in-person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in-person to synchronous online engineering continuing education programs.

Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching "to use" CAD and/or "through using" CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

Design Sprint is an intensive and innovation-focused framework based on Design Thinking principles. This study discusses the potential usage of the design sprint framework in industrial design education, and focuses on its strengths and weaknesses as an educational tool. Within this context, the study reports on a design sprint workshop involving twelve industrial design students in their fifth semester. The general process and outcomes of the design sprint workshop are critiqued along with the feedback of participant students. Design sprint in industrial education supports student ability to critique their own design and creative thinking, offers a new usage of prototyping as a testing material, and enables user-designer interaction, but also challenges the students with limited time and intensive workload. Design sprint can be a tool for carrying out multidisciplinary studies, reflecting the activities of professional practice, and accelerating project progress in design education.

Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers to the industrial application. One of the most problematic is non-comprehensive knowledge in design for AM (DfAM). This study aims to test the effect of two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) and a kinaesthetic, problem-based learning (PBL) approach (manufacturing laboratory) were compared against technical and participant perspective criteria to assess the learning, engagement, and self-efficacy of the students. The participants were set a DfAM challenge; to redesign a bracket. The technical merits of the designs were evaluated after teaching through a design lecture alone or after a design lecture and manufacturing-laboratory. The participant's perspective was evaluated at the end of the study. The groups who undertook both the design lecture and manufacturing laboratory showed a mean technical mark of 100% for criteria (C) 13 ("Parts have been consolidated into one part"), 91.7% for C14 ("The bracket is hollowed where possible") and 100% for C16 ("Manufacture was successful"). These technical marks demonstrate a statistically significant increase over those of the groups who undertook the design lecture alone. The participant evaluation reinforced this result; the manufacturing laboratory was chosen more frequently in answer to questions on applicability (Q13 = 83%), preparedness (Q15 = 83%), and gaining confidence in DfAM (Q31 = 74%). This study demonstrates the importance of PBL in DfAM, both to increase technical aptitude of the student (creativity and manufacturing) and their perspective on their own learning and self-efficacy.

The role of "design" in the exploration of integrated "Science, Technology, Engineering, and Mathematics" (STEM) education has rapidly expanded in recent years. "Design" has made an important contribution by providing instructional scaffolds in synthesising knowledge from multiple disciplines to solve real-world problems. Despite the potential of "Design-based Pedagogy" (DBP), there is a paucity of applicable DBP process models for constructing integrated STEM tasks and formulating implementation approaches. To address this issue, we enquire into the "Solution-based Design Process" (SBDP) that reconciles curriculum content knowledge and teaching through authentic problem finding and solving. Through an exploratory study of a self-critical reflection in autoethnographic design practice, we explore how the optimised SBDP can inform (i) The "design skills" and "mindsets" of DBP for "integrated STEM education," and (ii) The "instructional processes" for constructing and implementing integrated STEM tasks involving design models. As found in this study, a unique feature of the Solution-based DBP is that it relates to the processes of thinking and reasoning--highly cognitive and logical; its application requires the skilled operation of 3D printing-based digital fabrication. Additionally, we demonstrated a Solution-based DBP, combined with 3D printing-based digital fabrication, and providing teachers with a structural blueprint for developing integrated STEM programs. Overall, this research contributes to the corpus of methodologically rigorous and evidence-based studies on design-led integrated STEM curriculums in the context of a specific country's education system.

Employee empowerment yields positive outcomes for employees, managers, and organizations. Yet, too many employees feel disempowered at work, and managers, while wanting to empower employees, often do not know how. Contributing to this state of affairs is the lack of published, high-fidelity exercises explicitly designed to instruct students on how empowerment "feels," how empowerment "works," and how to practically empower others. In this article, we outline a 90-minute face-to-face classroom exercise that integrates the structural and psychological empowerment perspectives enabling students to "feel" empowerment or disempowerment and see the productivity and quality benefits of an empowered workforce, and teaches students how to empower others at work. While participating in the exercise, students simulate working in an airplane manufacturing organization, working either in an empowered work environment or a traditional hierarchical work environment. The exercise provides instructors with an important classroom tool to instruct students about the importance of empowerment, trust, and performance in organizational life.

Purpose: The focus of the study is to develop a 3D engine assembly simulation learning module to address the lack of equipment in one senior high school in the Philippines. Method: The study used mixed-method to determine the considerations needed in developing an application for educational use particularly among laboratory/practical subjects like engine assembly. The study used ISO 25010 quality standards in evaluating the application (n = 153 students and 3 ICT experts). Results: Results showed that the application is moderately acceptable (overall mean = 3.52) under ISO 25010 quality standards. Conclusion: The study created an engine simulation learning assembly in which teachers can use to augment their lesson. The study also highlights the applicability of using 3D-related technologies for practical and laboratory subjects particularly highly technical-related subjects. Recommendations: Future studies may develop a similar application in the same context using mobile and other emerging technology (i.e., Virtual Reality, Augmented Reality) as well as making the content more customizable. Effectivity of the system in an actual setting is also worth pursuing. Research Implications: The study highlighted the potential use of 3D technology in a classroom setting.

Bangladesh has been experiencing serious environmental degradation for last few years specially for textile and apparel industries. The objective of this research is to evaluate the level of environmental education of outgoing textile undergraduate students and their perception about the environmental degradation. A questionnaire was developed and administered to textile outgoing and 1st semester students to assess their environmental concern, knowledge and responsibility. Two sample mean test was applied to differentiate the level of understanding of these two groups of students. Binary logistic regression was used to identify the most potential source to build up the consciousness among the students about pollution. The multiple regression analysis was done to assess the comparative role of knowledge and concern for showing the responsibility towards the environment. The result indicated that the level of understanding of outgoing students on environmental sustainability is not up to the mark, there is potential for further enhancing environmental learning. It revealed that responsibility toward the environment is directly proportional to knowledge and concern. Findings also suggested that the university and the electronic media have a significant role to increase the environmental awareness among the students.

This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes of these problems, summarizes the methodologies adapted by previous researchers in the lean area, and applies the lean manufacturing philosophy to engineering education. This paper applies a value stream map to analyze the current state of engineering education. This technique identifies eight wastes and is given in form of a current state diagram. A future state diagram is presented that recommends solutions to eliminate these wastes. These recommendations make learning processes responsive to needs and provide long-lasting value to students. Overall, it is beneficial in developing a policy for engineering education.

The pandemic situation in Slovakia has shown that e-learning teaching within educational institutions has not received sufficient attention so far. The purpose of the paper is to stress the importance of e-learning application in foreign language teaching as well as show the possibilities of creating new educational portals for university students using professional foreign language texts. The KEGA project "Innovative Methods and Forms of Education for Needs and Development of Language and Communication Skills within Technical Professional Foreign Language Study Material" is still ongoing at the Department of Social Sciences and Humanities. The aim is to emphasise the importance of foreign language training for future engineers, and at the same time to look for modern and innovative mixed methods of education, which includes the use of e-learning. The paper compares the study results of more than 200 students in different study programmes at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice achieved during the academic year 2020/2021. The research findings prove that the experimental group of students from different study programmes achieved the best study results in those manufacturing technologies e-tests which are closely connected with their study programme. The results confirm that English teaching focused on tailor-made professional texts and topics within the engineering levels of studies was effective. Teachers also identified the strengths and weaknesses of students within tasks to practice language competencies. By applying e-tests students were able to improve their language skills, which can be practised in selected foreign companies or in their future careers as engineers, technicians, managers or computer programmers.

Although chemistry-focused socio-scientific issues support the 'relevance' model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their 'relevance' components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme 'aims'; pollution, energy, industry and fabrication-based problems for the theme 'SSI'; organic compounds for the theme 'chemistry concepts'). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.

We review the development of a mobile makerspace platform focused on digital fabrication in particular additive manufacturing (AM) or what is more commonly referred to as 3D printing. We engage in a reflexive analysis of our curriculum development as a part of the iterative process of this design-based research project. We review the component parts of our Material to Form curriculum, reflecting on the events of the makerspace platform as they symbiotically informed and catalyzed the iterative development of the curricular component. Our analysis is focused on thematic curricular ideas stemming from the uncertain material and disciplinary possibilities of digital fabrication. Our reflexive method draws from our own identity as arts education researchers working within STEAM frameworks to analyze researcher-participant knowledge of the mobile makerspace events. We also draw upon a mixed method dataset that offers insight into participant engagement to better understand iterative development of curriculum. In our analysis of this curriculum development, we highlight both implications for engaging interdisciplinarity and connecting across disciplines through culturally responsive teaching. The outcome is a unit of curriculum for using digital fabrication in classrooms that offers theoretical and practical considerations concerning design thinking and digital fabrication for STEAM practitioners.

The present qualitative study aimed to investigate the role of Business English as Lingua Franca (BELF) courses in learners' success in communication in an Iranian company. In doing so, 25 adult BELF learners were selected from an automotive parts manufacturing company in Tehran, Iran. They were the employees of a company consisting of men and women in the 30 to 45 age group who worked in different departments as bosses, middle managers, top managers, and directors. Their English proficiency levels were elementary, pre-intermediate, and intermediate. The participants took part in the interviews and answered a 20-item questionnaire. The questionnaire mainly focused on using English in the workplace. The interviews primarily focused on eliciting the respondents' views regarding the benefits of using English at the workplace. The interviews and respondents' answers to the questionnaire showed that BELF courses lead to job performance efficiency, higher self-confidence when communicating, willingness to use more English at the workplace, and fewer misunderstandings. It also could enhance participants' language proficiency level and communication skills. Moreover, participation in BELF courses could facilitate English in the workplace and encourage a professional atmosphere compared to the past.

Transforming the chemistry curriculum to an interdisciplinary perspective is essential for preparing students to meet interdisciplinary career demands and to brace themselves for the challenges of complex environmental and health issues. The study introduces four interdisciplinary electrochemistry STEM-lab activities as an alternative to the single disciplinary electrochemistry laboratory curriculum. The electrochemistry STEM-lab activities are designed considering the learning objectives stated in the curriculum specifications. This enables teachers to seamlessly replace the single disciplinary curriculum, which emphasizes the mastery of chemistry concepts, with the interdisciplinary curriculum that stresses applying the concepts in solving complex multidisciplinary real-world problems. The interdisciplinary curriculum allows students to learn electrochemistry concepts considering the mathematics, engineering, and technology disciplines. During the interdisciplinary electrochemistry STEM-lab activities, secondary school students exhibited collaborative teamwork and communication skills. The activities engage them in science and engineering practices, and engineering design thinking. The activities enforce crossing the boundaries between the STEM disciplines to understand the application of principles to manufacture products in industry. Eventually, the activities engender a meaningful learning context that enhances cognitive and affective outcomes.

Contribution: The ability to design circuit layouts is a critical component of circuit design. This article presents an approach wherein layout-based design projects can be integrated into the traditional digital integrated circuit (IC) curriculum targeted at large classes and addresses the relevant challenges. Background: Most circuit design curricula cover aspects of layout design and good layout design practices in some detail, but the actual assignment of layout design is done only in classes with restricted sizes due to various factors, including the lack of propriety software, evaluation, or plagiarism detection strategies. Intended Outcomes: To be able to integrate layout-based design projects into the digital IC curriculum targeting large classes. Application Design: Freely available and opensource tools were used for the projects. Additional tool features were repurposed for plagiarism detection. Findings: Feedback collected from the students and quiz performance indicate a marked increase in meeting the learning objectives with the inclusion of layout-based projects. The proposed plagiarism detection strategy successfully identified instances of plagiarism.

An adipic acid esterification experiment suitable for graduate students has been developed to describe the industrial manufacture of plasticizers. Students first follow the progress of the reaction with simple acid/base titration enabling measurement of the acid number. During the workup of the reaction mixture, they learn how to manage the filtration of a viscous mixture over an inert support such as Celite and practice on atmospheric and vacuum distillations. They finally learn to set a mass balance on 2-ethylhexanol using fully experimental data from their own reactions. To this end, they also learn how to retrieve from a [superscript 1]H NMR spectrum the required data to evaluate the purity and the yield of bis-2-ethylhexyl adipate. These tasks corroborate basic concepts related to the tools available to shift the equilibrium in reversible reactions, at the same time providing new knowledge on mass balance calculations and [superscript 1]H NMR.