CDIO Approach Research Articles

Integrating Theory and Practice Through Innovation in Civil Engineering Education: A Course Based on Project Learning and the CDIO Approach

Objective: The aim of this study is to examine the effectiveness of an introductory civil engineering course employing the CDIO approach and project-based learning integrated with agile methodologies in developing practical skills and competencies among first-semester students. Theoretical Framework: Drawing on contemporary trends in engineering education, the study emphasizes active, experiential learning and the integration of theory with practice, enhancing both technical abilities and soft skills such as innovation, creativity, and problem-solving. Method: The course uses a modular curriculum involving four projects: a provisional emergency bridge, a student residence building, a 3D printed truss, and a functional prototype of photovoltaic pavement. Each project involves design, planning, budgeting, construction, and rigorous testing, combining CDIO standards with project-based learning supported by agile methodologies. Results and Discussion: The course has successfully fostered essential engineering and soft skills in first-semester students, improving competencies in innovation, teamwork, communication, leadership, and resilience through hands-on projects. Research Implications: Integrating project-based learning with the CDIO approach significantly improves educational outcomes, preparing students for real-world engineering challenges and transforming traditional teaching roles into mentorship-based approaches. Originality/Value: This study provides empirical evidence on the benefits of combining the CDIO framework with project-based learning, highlighting the need for practical, challenge-based learning opportunities to prepare students for modern engineering professions.

Organizing Activities for Chemistry Pedagogy Students to Research and Practice Extracting Cajeput Essential Oils from Melaleuca Leaves Using the CDIO Approach

Organizing Activities for Chemistry Pedagogy Students to Research and Practice Extracting Cajeput Essential Oils from Melaleuca Leaves Using the CDIO Approach

KHẢO SÁT NĂNG LỰC NGHỀ NGHIỆP CỦA SINH VIÊN TỐT NGHIỆP NGÀNH GIÁO DỤC TIỂU HỌC, ĐƯỢC THỤ HƯỞNG CHƯƠNG TRÌNH ĐÀO TẠO TIẾP CẬN CDIO TẠI TRƯỜNG ĐẠI HỌC VINH

The university training program according to the CDIO approach is built in the direction of developing learners' qualities and capacities through a scientific, logical and measurable learning-outcome system. As the first course to benefit from the CDIO approach training program at the University, 120 students of K58 need to be surveyed and evaluated on their professional competencies to evaluate the effectiveness of the training program after one cycle of application, which is the basis for promptly improving and adjusting the training program. This study conducted a survey of these graduates on four groups of professional competencies. The obtained results reflect the improvement in training quality of the Primary Education sector, and at the same time serve as a practical basis for activities to improve and develop primary school teacher training programs in the future, to meet the innovation requirements of the country's education in the context of industrialization, modernization of the country and international integration.

Dạy học môn "Phương pháp tổ chức hoạt động tạo hình cho trẻ mầm non" theo tiếp cận CDIO

In the context of Vietnamese education constantly innovating and receiving the advantages of the world's modern education, CDIO approach in teaching plays an important role, contributing to providing knowledge, skills, and developing qualities and capacities to meet the output standards of the preschool education training program for learners, meeting social requirements. In this article, the approach of CDIO applied in teaching “Method of organizing shaping activities for preschool children” has been studied, including the following contents: (1) An overview of the subject “Method of organizing shaping activities for preschool children” according to CDIO approach; (2) Teaching “Method of organizing shaping activities for preschool children” according to the CDIO approach, contributing to improving the quality of preschool education to meet the requirements of educational innovation in Vietnam today

Teaching Towards “CDIO” Approach on Students of Electrical-Electronic Engineering Technology: A Case Study

Competence-based teaching model is a popular trend to replace traditional teaching in modern education. However, up to now, there has not been a competence approach model that provides a detailed and specific set of tools to help design and implement engineering training to achieve the desired learning outcomes like the “CDIO” (Conceive Design Implement Operate) approach. The papers used the experimental research method with the sample of 90 students (of whom 47 students were in the experimental class students and 43 students were in the control class) for the module "Electronic internship". It applied the teaching model with the positive teaching method through the process of organizing teaching and learning activities towards CDIO approach. It used the methods of testing F-test, T-test of independent variables on the learning performance of students including midterm and final grades through SPSS 20 software. The experimental class had higher results than the control class, and at the same time the Effect size of the experimental class was 0.7 higher than that of the control class (J. Cohen, 1998). That proves that experimental brings efficiency in teaching and learning. This result initially affirms that the use of CDIO-based teaching methods is valuable for teaching and learning in engineering training in general and in Electrical and Electronic Engineering Technology in particular.

CDIO approach in developing effective learning skills of engineering and technology-profile students

Introduction. The process of Vietnam’s ever-growing international integration into the modern global economy places increasingly high demands on educational institutions, especially in the digital age. Having effective strategies for teaching engineering and technology-profile students according to the core principle of the innovative educational environment (known as CIOD: Conceive – Design – Implement – Operate) is extremely important and vital for the universities engaged in training a new generation of engineers, particularly, in the Mekong Delta in Vietnam, towards meeting the needs of the international labour market. Materials and methods. The research involved the managers, teachers, academic advisors and students of Vinh Long University of Technology Education (Vietnam). The total number of respondents was 191, of them 45 managers, 56 teachers and academic advisors and 90 students. The information collected at the University of Technology Education was split into 2 stages: stage 1 from 1 to 31 March 2022 and stage 2 from 1 to 31 March 2023. Results. The students demonstrated much better skills in planning their learning activities at the 2nd stage of the survey (p < 0.05). The students developed good skills in setting objectives, content and methods of learning, as well as in self-examination and evaluation of success in the realisation of own study plans. Making study plans, organisation of their implementation, checking, evaluating, improving and correcting these plans are also important skills for students. Positive results were also obtained for the use of other efficient strategies for study skills training by the engineering and technology-profile students: strategies for practising effective study skills (p < 0.05) and strategies for practising students’ soft skills (p < 0.05). Conclusion. The acquisition of professional skills for engineering and technology-profile students of Vietnamese universities practicing CDIO is a key to their sustainable development and, in general, to highquality education in Vietnam.

ИННОВАЦИИ В СИСТЕМАХ ВЫСШЕГО ТЕХНИЧЕСКОГО ОБРАЗОВАНИЯ НА СОВРЕМЕННОМ ЭТАПЕ

The study of innovations in the systems of higher technical education of the leading countries of the world in the first decades of the 21st century is due to the possibilities of applying the valuable achievements of foreign pedagogical science and practice in solving urgent problems of domestic higher technical education, searching for ways to improve the quality of training of future engineers in our country. In the course of a theoretical study of the work of national and international accreditation agencies, professional engineering communities and associations to improve the quality of engineering education, it was found that graduates of accredited educational programs of engineering and technical bachelor’s degrees are fully prepared for integrated engineering activities, and master’s degree graduates — for innovative engineering activities. . The main approaches to the organization of education at a higher technical school abroad at the present stage are: traditional education based on a strict disciplinary curriculum, project-based learning, problem-based learning, and learning based on an integrated curriculum used in the CDIO approach, which has become widespread in the practice of higher education. technical school abroad in the first decades of the XXI century. There are features of the CDIO approach to reforming and designing engineering educational programs, innovations in the content of modern educational programs of higher technical education are presented, innovative technologies used in the practice of foreign higher technical schools are analyzed, and the main trends in the development of higher technical education at the present stage are presented.

Analysis of the current situation of experimental practice competences of Chemistry Pedagogical students according to CDIO approach through survey of expert opinions

Vinh University is one of the first universities that apply the CDIO approach training program for students in Chemistry Education from the academic year 2017-2018. After 4 years of applying CDIO approach training program, it is necessary to survey the experts’ opinion on the current situation of the practical and experimental capacity of Chemistry Pedagogical students under CDIO approach training program; survey the appropriateness of building the capacity to practice Chemistry experiments according to the CDIO approach and survey the appropriateness of the development of criteria corresponding to those competencies. The results are used as a basis for building a framework for developing practical competence in chemistry experiments and as a measure to evaluate the practical capacity of chemistry experiments for Chemistry pedagogical students under CDIO approach training program

Requirements in construction of CDIO approach teachers training programs

CDIO is an approach applied by many universities in developing training programs. For teacher training universities, building a CDIO approach training program is a new issue but an urgent solution to improve the quality of teacher training. To develop a training program for teachers to approach CDIO, it is necessary to fulfill the requirements that the article proposes.

Conceive design implement operate approach for a lab module

The Conceive-Design-Implement-Operate has been globally recognized as an enabler for engineering education reformation. With the CDIO process, the CDIO Standards and the CDIO Syllabus, many scholarly contributions have been made in curriculum reform and learning environments. Therefore, CDIO approach recognizes that the engineering education can be acquired from a variety of institutions and the educators in all parts of this spectrum can learn the CDIO practice elsewhere. Thus, the purpose of this study is to use the CDIO approach for an Engineering Mathematics Lab Module. For Concieve stage, three different pre-tests were conducted to identify the difficult course outcome in Engineering Mathematics for the students. A total of eight course outcomes are identified as the most difficult course outcomes in Engineering Mathematics subjects. In the design stage, an innovative lab module was developed based on the difficult course outcomes from the conceive stage. The lab module was designed in analytical and using Mathematica software. The Engineering Mathematics Lab Module was implement to Electrical Engineering department students. In the operation stage, the response from the students were obtained for the Engineering Mathematics Lab Module. Generally students’ performance were improved in Engineering Mathematics using CDIO approach.

Developing teamwork skill for students of Vinh University in training under CDIO approach

Vinh University is currently applying the form of training under CDIO approach, which requires students’ self-study and teamwork skills. This study aims to examine how the students at Vinh University have applied their teamwork skill in their learning under CDIO approach, and which measures should be taken to foster their teamwork skill. Based on the theoretical framework of CDIO approach training, a survey of graduates in 3 courses was conducted to assess the effectiveness of students’ teamwork activities and difficulties they had when doing teamwork. The results are considered as a basis to propose some measures for schools, lecturers and students to promote and practice teamwork skills for learners.

Developing teamwork skill for students of Vinh University in training under CDIO approach

Vinh University is currently applying the form of training under CDIO approach, which requires students’ self-study and teamwork skills. This study aims to examine how the students at Vinh University have applied their teamwork skill in their learning under CDIO approach, and which measures should be taken to foster their teamwork skill. Based on the theoretical framework of CDIO approach training, a survey of graduates in 3 courses was conducted to assess the effectiveness of students’ teamwork activities and difficulties they had when doing teamwork. The results are considered as a basis to propose some measures for schools, lecturers and students to promote and practice teamwork skills for learners.

Mutual Integration of Information and Mathematical Training for Engineers in the Digitization Era

The article is devoted to the study of the development of interdisciplinary integration on the example of the disciplines «Computer Science» and «Mathematics» in training future engineers in the digitization era. It is considered the trends and directions for development of engineering education at the world level, among which a special role is given to the CDIO approach for implementing interdisciplinary training of future engineering personnel on the base of student-centered learning. It is revealed that information and mathematical modeling is the system-forming factor in the integration of knowledge in Computer Science and Mathematics. It is proposed a classification of IMM on the basis of which it is possible to create integrated educational and practical tasks with interdisciplinary content. In the experimental part of the research methods of questionnaire, survey, experiment are involved. In order to realize mutual integration of information and mathematical training the authors developed the scheme of implementation of the models in independent work of students throughout the entire training at ecosystem of technical university. It is defined student-centered learning technology and it is formulated the methodological recommendations for its implementation of the processes of mutual integration of the disciplines in the process of its teaching to students of engineering specialties of universities

THE CURRENT SITUATION OF TEACHING FUNDAMENTAL PHYSICFOLLOWING CDIO APPROACH

The article presents the surveying of the teaching situation of Fundamental Physics to meet the output standards in university which use the CDIO approach to teach students of engineering major, as well as information on the application of methods, form of evaluation in the teaching process of Fundamental Physics.

CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

On the Content of higher technical education curricula abroad: Current Trends (Review)

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

An efficient solution for developing the overall information system for the management of Vinh University

This paper proposes a solution for developing the overall information system for the management of Vinh University in a new phase of restructuring and training based on the CDIO approach. The new system is developed based on the analysis and evaluation of the current system, and suggestion of solutions to assure the connectivity and synchronization, which is consistent with the diversity and continuous innovation in the management of Vinh University.

A CDIO Framework on Instructor Teaching Effectiveness using Digitized Technology Concepts

In Engineering education it is mandatory to provide a set of digitized, technology related skill development activities to enhance the faculties teaching ability to strengthen vital innovations in academic and digital skill expertise throughout their career and to improve the continuous learning outcome of their students. This study examines the teaching and learning with digital competence will motivate and improve the performance of student learning and effectiveness in teaching (Angelo, 1991). The CDIO approach (Standard 9) guiding the educators to advance their skills in the teaching includes personal, interpersonal, process, product, system building skills and their competence are integral to implement a CDIO-based education. It is essential to recognize that faculties at distinct points of their teaching path will have divergent skillful advancement in cooperation, utility, collaboration, knowledge exchange and require explicit technologically qualified to react productively to learner, institution and various national academic regulatory bodies. In the paper, we try to compare the faculties with digital learning skills in the integrated curriculum of engineering programmes in the state of Tamil Nadu, in India with the technology integrated framework of CDIO followed by various developing countries. The proposed method shows that the teachers from various disciplines are exposed to frequent ICT (Information & Communication Technology) based training had definitely gained higher levels in using instructional technology, creativity, knowledge skill, effectiveness in delivering their instructions to improve the student cdio based learning outcome to enhance overall digital competence

REALITY OF ASSESSING GROUP WORK SKILLS IN CDIO-BASED TRAINING PROGRAMS

Courses in the undergraduate Information Technology CDIO-based training program are usually designed to integrate at least one kind of soft skills. In fact, teamwork is one of the skills that has been most applied by lecturers. However, lecturers often find it very difficult to assess learners fairly, objectively and comprehensively when applying this method while they are well aware of the fact that assessment is a particularly important stage and has a strong impact on both learners’ learning results and the quality of a training program. The paper presents the facts and recommends solutions to assessing learners through their teamwork skills in curriculum based on CDIO approach.

SOLUTIONS FOR INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZE SUBJECTS OF INFORMATION TECHNOLOGY AT TRA VINH UNIVERSITY

Currently, at Tra Vinh University as well as other universities in Vietnam, lecturers mostly focus on professional teaching without paying much attention to training soft skills for students such as teamworking, problem solving, interpersonal communication skills, ... In addition, students are only interested in learning how to become an engineer, an accountant or a doctor without training soft skills or just studying in compulsory form, and lack of depth investment. Lacking soft skills that lead the graduates facing a lot of trouble in their professional life. In the higher education system, graduates can have a good practice in career, can design a machine, can have good programming skill, can develop a model of growth economy but they can hardlycommunicate, work in groups or solve problems effectively. For solving this problem, the Department of Information Technology has developed a curriculum based on the CDIO approach, but there are still many issues to be improved. In this paper, the authors introduce solutions to integrate soft skills in professional teaching, specifically in teaching specialized subjects at the Department of Information Technology, School of Engineering and Technology, Tra Vinh University.