Engineering Education System Research Articles

Smart Factory integration in industrial engineering curriculum: Preparing students for industry 4.0 challenges

This paper discusses the integration of Smart Factory technology into Industrial and Systems Engineering education, focusing on its transformative impact and educational implications. Smart factories are revolutionizing the modern manufacturing industry by leveraging Cyber-Physical Systems (CPS) and cutting-edge technologies. Through the integration of Artificial Intelligence (AI) and the Internet of Things (IoT), these factories enhance production efficiency, minimize costs, and elevate the overall quality of their goods and services. Understanding the impact of smart factories and the educational implications that follow from this technology is crucial. Doing so enables us to prepare students for the challenges of the modern manufacturing industry, fostering a more informed, skilled, and adaptable workforce. Therefore, this research highlights the benefits of incorporating smart factory concepts into industrial engineering education to prepare students for “Industry 4.0” challenges. By providing hands-on experience with smart factory technology, this research aims to enhance industrial engineering students' theoretical knowledge and practical understanding of smart factories.

Relationship between artificial intelligence and legal education: A bibliometric analysis

This study aims to explore past research trends and identify key future directions at the intersection of artificial intelligence and legal education. The study’s data were gathered from the Scopus database, comprising 68 selected documents spanning from 1999 to 2024. The research methodology involves the use of VOSviewer software for bibliometric analysis. The results reveal that research on artificial intelligence and legal education, while still limited, has been undertaken in various countries, focusing on five primary research directions, including: (1) Improving technical education systems in colleges and universities through educational technology and modern legal learning systems; (2) Application of artificial intelligence and algorithms in the legal field; (3) Applying computational theory and e-learning technology in legal education; (4) Legal education and legal knowledge; (5) Digital transformation in the field of legal training. Based on the research results, five future research directions on this topic are also proposed, including: (1) Application of artificial intelligence in analyzing and predicting legal trends; (2) Artificial intelligence in personalizing the legal learning experience; (3) Artificial intelligence and legal professional ethics; (4) Development of artificial intelligence tools supporting legal teaching and research; and (5) Integration of artificial intelligence into online learning systems for legal education.

Assessing the Impact of Cultural Differences on Educational Technology Acceptance

Cultural characteristics in relation to educational technology acceptance (ETA) aims at analyzing the effect of cultural factors that include norms of the society, values, and practices which shape the perception and usage of technology by the individual as incorporated in his/her education. This concept illustrates that cultural factor increases that perception of helpfulness, ease of implementation, and total satisfaction with technology by a significant notch. Understanding these cultural factors is critical to the development and implementation of pedagogical technologies that are aligned with specific target audiences. A number of people in the study was 2100, out of which 1115 were from Mumbai, India and 985 others were from other areas. The sample included people with various education levels, occupations and ages, which gives a comprehensive idea of the variety of users’ perceptions of educational technology. Employing the data based on the collected set of factors, descriptive analysis, factor analysis, and correlation matrixes were used in a process of distinguishing key patterns and relations between particular variables. This cross-sectional research has relied on multiple regression analysis to assess the significant predictor factors that include perceived ease of integration and expected performance of the technology by the users on the two outcomes: user engagement and technology satisfaction. As earlier stated, SPSS was used in this research study to conduct statistical tests. The comparative analysis revealed that there were significant regional differences concerning the social impact expectations, EE and PC but there was no impact of regions as per PEI and TS. The research thus brings out the importance of cultural differences in the explanation of ETA. This just underline the need for a strategic and specific approach that takes into account regional and cultural factors to improve the reception of technologies as well as to improve the user satisfaction even if it is a diverse population. The paper provides important view on rather engaging culturally competent educational technology systems.

The Informational-Educational Environment of Additional Professional Education for Learning the Basics of Green Construction

The relevance of the topic of the article is determined by the need to introduce promising green building technology into domestic construction practice. The purpose of the article is based on the analysis of the current situation with green construction in Russia to substantiate the need for students of the system of additional professional education to master the basics of green construction technology and to develop an educational retraining program and appropriate educational and methodological support related to the study of the basics of green construction. The following research methods are used: theoretical analysis of scientific results devoted to the identification of the essence of development and the establishment of trends in various systems of civil engineering education, analysis of curricula and manuals for architectural and construction training of students; expert analytical methods for evaluating the content of methodological and software tools designed to master special disciplines in architectural and construction training of students in the context of digital transformation of education. As a result of the analysis of scientific publications in the field of educational management, the need to improve the system in the field of architectural and construction training and the development of green building technology has been identified. The analysis of the existing shortcomings of traditional construction project management is carried out, the need to study the basics of green construction and develop appropriate educational and methodological materials implemented in the context of digital transformation of the construction industry is justified. The content structure for the development of an electronic educational resource for the study of the discipline is considered, the content of each block of content is described, and the connections between the blocks are shown. The reasons hindering the development of engineering management of green construction in Russia are systematized. Advanced training of students in the field of green construction will help to overcome the factors hindering the introduction of green technology in domestic construction. The results of the article may be of interest to specialists of architectural and construction universities engaged in the preparation of bachelors and masters for the construction industry in the context of digital transformation of education. Keywords: “green” construction, advanced training, construction education, system of additional professional education, electronic educational resource

A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology

Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.

Adaptivity or agency? Educational technology design for conceptual learning of materials science

AbstractAs the use of computers in education increases, adaptive learning platforms are becoming more common. However, these adaptive systems are typically designed to support acquisition of declarative knowledge and/or procedural fluency but rarely address conceptual learning. In this work, we developed the Crystallography Adaptive Learning Module (CALM) for materials science to provide students a tool for individualized conceptual learning. We used a randomized quasi‐experimental design comparing two instructional designs with different levels of computer‐provided direction and student agency. Undergraduate students were randomly assigned to one of two different instructional designs; one design had students complete an individualized, adaptive path using the CALM (N = 80), and the other gave students the freedom to explore CALM's learning resources but with limited guidance (N = 85). Within these two designs, we also investigated students among different cumulative grade point average (GPA) groups. While there was no statistically significant difference in the measure of conceptual understanding between instructional designs or among the groups with the same GPA, there is evidence to suggest the CALM improves conceptual understanding of students in the middle GPA group. Students using CALM also showed increased participation with the interactive learning videos compared to the other design. The number of videos watched in each instructional condition aligns with overall academic performance as the low GPA group received the most assigned supplements but watched the least videos by choice. This study provides insight for technology developers on how to develop educational adaptive technology systems that provide a proper level of student agency to promote conceptual understanding in challenging STEM topics.

Research and application of digital electrical substation virtual engineering education system

Research and application of digital electrical substation virtual engineering education system

The Mining University’s Department of Higher Mathematics in reformation of engineering education system in Russia

The Mining University’s Department of Higher Mathematics in reformation of engineering education system in Russia

Reform and Innovation of the Training Method of Outstanding Software Engineers under the "Six Excellence and One Top-Notch" Plan

In the face of scientific and technological revolution and industrial transformation in the new era, China's engineering education is facing new requirements and challenges. In order to support the new development strategy of engineering education in China, the "Excellence Plan 2.0" provides an overall idea for actively exploring the engineering education system with Chinese characteristics, building a new talent training model, implementing diversified teaching methods, and building a high-level engineering education teaching team. In order to promote China's engineering education standards to the world and promote the improvement of China's engineering education status in the world, it is urgent to cultivate interdisciplinary talents with engineering practice ability and innovation ability. In view of the current situation and the main problems of the engineering talent training system in China's colleges and universities, this paper makes a preliminary analysis and reflection on the reform and innovation of outstanding engineer training from the aspects of practical teaching, reform and innovation of talent training mode, talent team construction, and school-enterprise cooperation.

Humanities and Social Sciences in French Engineering Education: A Sociohistory of their Integration in an Apolitical Stance

In France, the social consequences of industrial development have long been questioned, but technological disasters of the last decades of the twentieth century led to a rethinking of Western ways of life and production. Engineering education has faced the challenge of taking these considerations into account via the humanities and social sciences (HSS) curricula, including themes ranging from work organizations to science and technology in society. Taking a sociohistorical approach, this article describes the apolitical stance of the integration of HSS into French engineering education. Following a problematization within the framework of curriculum sociology, the first part presents the sociohistorical context of French engineering education, with a particular focus on HSS. The second part highlights the difficulties of recognizing the scientific and critical nature of HSS in the larger engineering educational system. The article then presents the results of a review of current HSS curricula as posted on school websites, which reveals a pattern that HSS are taught in an apolitical stance, based in corporate themes rather than questioning the social order or science and technology in society. The review suggests that only a handful of schools have been able to break the boundaries between the engineering sciences and HSS.

Evaluation of Student Success Across the Subjects using MERN Stack

bstract: The Evaluation of Student Success across the Subjects is an essential tool in educational institutions, facilitating the efficient management and dissemination of student performance data. This paper presents the design and implementation of a SRMS using the MERN stack, an innovative technology stack comprising MongoDB, Express.js, React.js, and Node.js. The proposed system leverages the full-stack JavaScript environment to enhance the interactivity, real-time data processing, and user experience of the SRMS.React.js is employed on the frontend to provide an intuitive and dynamic user interface, making it easier for users to interact with the system effectively. We discuss the development process, focusing on the integration of these technologies, and demonstrate how the MERN stack facilitates rapid development and deployment of a web-based application. The system's performance is evaluated based on criteria such as response time, data integrity, and user satisfaction. Initial results indicate that the SRMS is not only faster and more reliable but also provides enhanced accessibility and user engagement compared to traditional systems. This paper aims to contribute to the academic community by providing insights into the application of the MERN stack in developing educational tools, thereby suggesting a pathway for future research and development in educational technology systems

FOSTERING DIGITAL TRANSFORMATIONS IN MILITARY ENGINEERING EDUCATION: INTRODUCTION OF A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT

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 included 17 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. Keywords: digital tools, higher military educational institution, learning environment, professional competence, technology-enhanced learning

Analysis of Challenges in Engineering Education System in India

India has the biggest quantities of architects just as the biggest number of designing schooling organizations and framework on the planet starting at 2021, India yearly delivers 1,000,000 Engineering Graduates. India's specialized training foundation incorporates 3500 designing universities, 3400 polytechnics and 200 schools of arranging and engineering India's concern of inadequate designing instruction is currently generally known. But IITs and other lofty innovation establishments, most designing schools can't give training to designing understudy that would land them appropriate positions. At the base of the issue is mushrooming of inferior quality designing universities throughout the long term. As understudies from such universities neglect to land appropriate positions, they face decrease in enrolment. Presently countless these universities are being closed down. This record audits what are the difficulties looking by the designing schools and how understudies are being impacted. Further this copy discloses how to conquer these difficulties in designing schools and make India prosperous by dropping with great quality Engineers.

The Mediation Role of Technology Systems in the Relationship Between Education Technology Antecedents on Student Satisfaction

The purpose of this paper is to explore the influence of education technology antecedents and perceptions of usefulness and ease of use of educational technology systems on attitudes towards computer-based teaching in Egyptian universities. The study is built upon on deductive quantitative approach where structured questionnaires were designed and distributed to the students in Egyptian universities. Results based on SEM analysis identify that the technology dimension partially affects the design dimension, as well there is a partially significant association between the technology dimension and attitude towards technology-based teaching. While the design dimension does not have a significant association with attitude towards technology-based teaching, attitude towards technology-based teaching does not have a significant relationship with student satisfaction. Furthermore, there is a partially significant association between course dimensions and student satisfaction.

Professionally Significant Qualities Upbringing at the Engineering Education System

The future engineers training system should include a special target function of professionally significant qualities developing, which are necessary along with professional competencies, both for work in the chosen field of activity and for further career growth. The professional education often turns out to be formal, and the training of engineers is not effective enough, without clear goals.The purposes of the article are the importance substantiate of the future engineers professional upbringing, to identify the organization problems at the professionally significant qualities formation and to determine their resolution conditions for the engineering education system. The work examines research questions: what does professional upbringing to engineering education contribute, what professionally significant qualities complement the knowledge component in the competencies of future engineers.Materials and methods. The article provides an overview of scientific research and the state of the professional upbringing of future engineers issue. The theoretical basis of the study is the decomposition and isolation of the engineering education system important component – the education of professionally significant qualities with its special meaning and functionality.Results and conclusions. Discipline, responsibility, independence and self-organization can be considered as professionally significant personality traits of a future engineer, including those that determine his uniqueness in the profession. The most important tasks of professional education are assessing the feasibility of professional activity certain aspects for a student, determining and setting his priorities, and developing his dominant professionally significant qualities. Training a competitive specialist is possible only in a competitive environment. It is proposed to use team management as a mechanism for a competitive environment implementing, and an option for the evaluative-effective component of the education system implementing as an element of this environment is shown. It is noted that the dominant relationships in education can be supplemented by the dominant awareness and relationships in the information space, for example, at the digital educational cluster. The formation of professionally significant qualities in the engineering education system can be allocated into a separate work plan of a unified work upbringing program or of a separate professional training program.

Information and Communication Technology and its Impact on Improving the Quality of Engineering Education Systems

The emergence of the remarkable phenomenon of information and communication technology (ICT) in the last two decades of the twentieth century, and its integration into the formal education systems of leading countries, has expanded learning opportunities and facilitated easy access to educational resources. Due to the vast amount of information available, there is a growing emphasis on information management. This approach allows students to enhance their learning by utilizing various tools and visual aids. These tools help in teaching and training by engaging students’ different senses, making learning more realistic, practical, and enjoyable. The quality of education and the effectiveness of educational systems are among the most important concerns for educational developers, and decision-makers in any country. The areas of education is one of the fields that has undergone fundamental changes with the emergence of information technology. Information technology has been recognized as an effective tool in the learning and teaching process. In this research, we will discuss the role of ICT and its impact on enhancing the quality of education systems. The results demonstrate that ICT plays an effective role in the design, planning, implementation, learning, educational evaluation, and structure of education. This includes aspects such as timing, suitability, accuracy, adequacy, realism, speed of transmission, learning accuracy cost reduction, and educational effectiveness. Based on the aforementioned points, educational institutions must offer a suitable framework for integrating ICT into education through thorough planning.

Technology-Enhanced Self-Study Learning Tool: An Approach to Improve Students Skills

Abstract – In the engineering education system, the student's learning styles and abilities to acquire new skill sets have been transformed drastically due to the rising use of technology. The study provides a novel approach to self-learning through the use of technology-enhanced techniques aimed to improve student skills. The tool leverages digital platforms and interactive resources to create an engaging and personalized learning environment. This paper presents an examination of the effectiveness of a technology-enhanced self-study learning tool in enhancing student abilities such as knowledge, use of IT tools, communication, and information sharing across several disciplines. The tool's architecture integrates adaptive learning, multimedia content, and assessment mechanisms that adapt to individual learning styles and pace. This study intends to evaluate the tool's influence on improving students' knowledge, retention, and application of subject matter by examining user interactions and performance data. The methodology used is focused on a particular topic, data collection through the use of all multimedia resources, presentation, posting of videos, peer review, and comments on each task toimprove abilities. With the deployment of technologyenhanced techniques, students' skills were observed to improve; around 8% of students' skills were improved in the internal evaluation. Keywords— Technology enhanced tool; self-learning; learning by doing; enhanced skills; flexible learning framework

Solving the problem of insuffi cient continuity of school and university education in the fi eld of mathematics (experience of Ural Federal University)

The relevance of the article is determined by the insufficient continuity of school and university mathematical training of modern students studying engineering. The purpose of the article is to develop adaptive educational materials for studying the basics of mathematical statistics by students of the Institute of Construction and Architecture of Ural Federal University. Practical skills formed in the process of applying the manual are used by students in the processing of experimental data in the course of preparing final qualification works and master’s theses. As part of the development of the manual, trends in changes in various systems of engineering and construction education were studied, an analysis of curricula and manuals for the preparation of students of architectural and construction training was carried out. The manual discusses frequently used statistical methods, the study of which ends with a step-by-step algorithm for solving a specific numerical problem, implemented by using the MS Excel spreadsheet.

Systems Engineering Education: From Learning Program to Business Value

The complexity of delivering business value is increasing technically and socially. The increasing complexity triggers the need for an increase in systems competence in several roles within the technical domain. One of the core disciplines to focus on this competence is systems engineering, which gets increasing attention within the Dutch ecosystem to enhance individuals and organizations further in this competence. The challenge is a shortage of systems engineers and teachers in systems engineering. This study proposes a layered and integrated education offering with courses for depth and domain skills, multi-day programs with systems mindset and leadership capabilities, and tracks to broaden the knowledge to a broad variety of stakeholders. In addition, university colleges, universities, and other education providers have to cooperate in delivering cohesive education to all levels, e.g., bachelor, master, PhD, and lifelong learning.

Innovation and Practice of Preparatory Physics Teaching Model Based on French Engineering Education System

Innovation and Practice of Preparatory Physics Teaching Model Based on French Engineering Education System