Engineering Education Research Articles

The use of ICT in classrooms: The effect of the pandemic

Abstract Although various studies advocate for the integration of information and communication technologies in education, the forced digitization caused by the pandemic has yielded contradictory results on student learning. Conversely, research has shown that when students manage ICT, they achieve better learning outcomes but when teacher-centered approaches are employed, their effects on learning tend to be negative. Has the pandemic crisis served to promote or hinder the integration of ICT in classrooms? Have the uses of ICT changed? This article focuses on whether changes after the mandatory use of ICT in classrooms during the pandemic have favored the integration of digital technologies in classrooms. The analysis of these results has not only practical implications but also theoretical, since they allow us to test the influence of different variables on the change in teaching conceptions and practices. 731 primary and secondary Spanish teachers responded to a questionnaire investigating the frequency with which they used ICT in their classrooms, the type of use they made, and the learning outcomes they promoted. The results showed that teachers reported a higher use of ICT than in previous periods. Also, similar to studies before and during the pandemic, these results indicated a higher frequency of teacher-centered activities, mainly oriented towards the transmission of verbal content. However, this effect seems to have been moderated after the pandemic. There were, however, different teacher profiles reflecting different styles in the educational use of ICT. A critical variable for making student-centered use of ICT seems to be the frequency of use. Those teachers more familiar with ICT tended to make more complex and varied uses, suggesting that their inclusion in teacher training should be an essential step to promote the integration of ICT in classrooms.

The practice of teachers in front of Learning difficulties of students in Professional and technological education

Esse estudo objetivou investigar as práticas pedagógicas dos professores na Educação Profissional e Tecnológica (EPT) em relação aos estudantes que apresentam dificuldades de aprendizagem. Trata-se de uma pesquisa de abordagem qualitativa, por meio de entrevistas semiestruturadas com professores. A presente pesquisa tornou possível refletir sobre os desafios que os docentes da EPT enfrentam em sua atuação com estudantes que apresentam dificuldades de aprendizagem, revelando como esses professores procuram qualificar sua prática pedagógica para atuar frente aos referidos alunos. Espera-se que essa pesquisa contribua, especialmente na vida de estudantes inseridos na EPT que apresentam dificuldade de aprendizagem, bem como na prática pedagógica de seus professores.

Research on the Construction and Teaching Application of the STEP Engineering Education Model in Cultivating Excellent Engineers

Objective: To address the urgent demand for high-level engineering talents in the new era, and in response to engineering education reform trends and accreditation requirements, this paper focuses on the educational philosophies of world-class universities, particularly drawing from the globally recognized CDIO (Conceive, Design, Implement, Operate) framework. Based on the characteristics and practical experiences of a university’s engineering education, we propose the STEP education model (i.e., Software, Theory, Experiment, Project) to achieve systematic enhancement in engineering education and effectively cultivate the comprehensive abilities of engineers. Methods: The STEP model is structured around project-driven learning, seamless integration of theoretical and experimental teaching, and a curriculum structure supported by software tools. It aims to enhance students’ learning outcomes through innovative teaching approaches, including science-education integration, virtual-real fusion, and competition-driven learning. Results: Practical applications of the STEP education model in several course systems at the university demonstrate its effectiveness in enhancing students' engineering practice abilities and innovative thinking. Conclusion: Providing strong support for the cultivation of excellent engineering talent, the STEP education model has proven effective in enhancing students' engineering practice abilities and innovative thinking, which are essential for meeting the demands of the new era and the trends in engineering education reform and accreditation requirements.

Perilaku Mahasiswa dalam Menggunakan ChatGPT dalam Menunjang Proses Pembelajaran di Program Studi Perpustakaan dan Ilmu Informasi

This research aims to explore student behavior in using ChatGPT as a tool in the learning process at the Library and Information Science Study Program at Padang State University. The background to this research focuses on the gap in understanding and use of AI technology in education, especially among students. The method used is a quantitative approach by collecting data through questionnaires distributed to 54 students class of 2022. The research results show that students have a good understanding of using ChatGPT, but there are challenges in reading quotes, extracting information. The conclusion of this research states that even though students utilize ChatGPT, improvements are still needed in several aspects to optimize the use of this technology in learning.

Quality Education: Practicality of the 3CEL Learning Model to Improve the Tpack of Preservice Chemistry Teachers For SDGs

Objective: This research aims to analyze the practicality of the 3CEL (cretive collaborative with critical experience) learning model in improving the TPACK of preservice chemistry teacher students. Theoretical Framework: This research refers to the concepts of TPACK (Technological Pedagogical Content Knowledge), 3CEL learning model, sustainable development goals (SDGs), constructivism in learning, TPK (Technological Pedagogical Knowledge), chemistry education theories, technology integration in education, professional development in teacher education, active learning and student-centred approaches, and blended learning. Method: This study is part of the research on developing the 3CEL learning model to improve the TPACK of prospective chemistry teacher students. This study reviews the practicality of the 3CEL learning model from the implementation aspect and the activities of preservice chemistry teachers during the implementation of the 3CEL learning model. Results and Discussion: The research results show that the five stages of the 3CEL learning model, namely orientation, collaborative planning, presenting, simulation, and critical experience-based reflection can be implemented correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the 3CEL learning model have increased at each meeting. Research Implications: The practical achievements of the 3CEL learning model can be a new parameter in improving the quality of education and have great potential to support the achievement of various SDG goals, especially in the context of quality education (SDG 4). By mastering the integration between technology, pedagogy, and content, teachers can teach students more effectively while introducing global issues and sustainability. Originality/Value: This study is expected to provide practical solutions for preservice chemistry teachers in developing their TPACK competencies, so that they can become more prepared and competent teachers. The results of this study are expected to contribute to the development of more effective learning models in the context of chemistry education. This study can provide new insights into practical approaches in developing TPACK competencies, which can be applied in various other educational contexts.

Exploring the Potential of Self-Assessment for Teachers’ Development of ICT Competencies and Beliefs

We evaluate the effects of an online self-assessment tool on teachers’ competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (−0.14 standard deviations [ SD]) and their beliefs about the use of ICT in education (−0.35 SD), while no impact on teachers’ ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.

Integration of Islamic Values in Learning Methods: Building Character and Spirituality in the Digital Era

Islamic education is more than just a knowledge transfer process; it is a profound effort to shape individual character and spirituality. In this context, learning methods are crucial in applying religious and moral values in daily life. This research employs a qualitative approach through literature analysis, demonstrating that integrating Islamic values as a fundamental basis for forming the personalities of the young Muslim generation is vital. Learning methods that focus on the Quran, Hadith, and scientific literature not only enable students to deeply understand religious teachings but also to develop strong moral and spiritual character. The role of technology in Islamic education is also discussed, highlighting the use of online platforms and applications that broaden access and deepen understanding of Islamic values in today's digital era. The implications of this research for educators emphasize the need for developing teaching methods aligned with Islamic values, while for education policymakers, it indicates the necessity of inclusive policies that accommodate moral values within the national education system. These steps are expected to foster a more ethical society that respects religious values in various aspects of life, in line with the holistic and sustainable vision of Islamic education. Keywords: Islamic Education, Learning Methods, Character, Technology.

Digital twin technology for education, training and learning in construction industry: implications for research and practice

Digital twin technology for education, training and learning in construction industry: implications for research and practice

Implementation of the Prophet Muhammad's Teaching Methods in Tarbawi Hadiths: A Study of Islamic Educational Values and Their Relevance to Modern Learning

The teaching methods of Prophet Muhammad SAW, as reflected in tarbawi hadiths, offer universal Islamic educational values that remain relevant across various contexts, including modern learning. This study aims to examine the implementation of the Prophet's teaching methods, highlighting Islamic educational values and their relevance to contemporary education. A qualitative approach with a descriptive-analytic method was employed. Primary data consisted of hadiths from standard collections such as Sahih al-Bukhari and Sahih Muslim, while secondary data included tafsir (Qur'anic exegesis) and sharh (commentary on hadith). Data collection was conducted through literature study, and thematic content analysis was utilised for analysis. The findings identified four main teaching methods of the Prophet: questioning, role modelling, storytelling, and hands-on practice. The questioning method fosters critical and analytical thinking, while role modelling is pertinent to character education. Storytelling facilitates understanding of concepts through narrative techniques, and hands-on practice aligns with experiential learning approaches. The study concludes that the Prophet’s teaching methods are highly relevant to modern learning, including problem-based learning, role modelling, and project-based learning. The study recommends integrating the Prophet’s methods into Islamic education curricula and developing educational technology grounded in Islamic values to support digital learning. Practical implications include educator training and technological innovation to enhance the quality of education in Islamic institutions. Future research is recommended to empirically test the application of these methods to measure their impact on learning quality and character development.

Menemukan Cahaya: Peran Guru dalam Membamgun Semangat Belajar

This study aims to explore the strategic role of teachers in building students' enthusiasm for learning amidst modern challenges, such as technological developments, the impact of the pandemic, and social change. The research methodology uses library research with content analysis to review relevant literature on learning strategies and student motivation. The results of the study indicate that the role of teachers as facilitators, motivators, inspirators, guides, and evaluators is very influential in increasing students' learning motivation. Innovative and adaptive teachers are able to create a fun, relevant, and interactive learning environment, so that students are more motivated to learn. This study highlights the importance of professional training for teachers and the integration of educational technology to overcome obstacles faced in the learning process.

Enhancing Foreign Speakers’ Satisfaction in Learning Indonesian Language with a Gamified Multiplatform Approach

This study examines how gamification can improve the satisfaction level of foreign learners studying the Indonesian language using the innovative multiplatform application named Belajar Indo. In consideration of the Indonesian government’s heightened focus on language proficiency for foreign workers and students, this study examines the challenges encountered in Bahasa Indonesia for Foreign Speakers (BIPA) programs. Integrating gamified elements into a Progressive Web App (PWA) presents an engaging alternative to traditional learning resources, which frequently fall short in terms of interactivity and accessibility. Data gathered from surveys, online observation, and user engagement metrics indicate that gamification greatly improves learner motivation, resulting in a success rate of 93.51% and a Net Promoter Score (NPS) of 8.11. The findings demonstrate that gamification enhances language acquisition while simultaneously cultivating a greater enthusiasm for learning Indonesian, proving advantageous for both beginners and advanced learners. This study advances the domain of educational technology by presenting a model that integrates language acquisition with digital innovation, highlighting gamified learning as an effective instrument for foreign language education. Future recommendations involve fine-tuning user interface components to improve usability and maintain elevated engagement levels.

Empowering marginalized communities through the digital transformation course

This article examines a project dedicated to comprehensively addressing the social impact of digital transformation. The project also emphasizes the effects of digital transformation on marginalized populations, especially forced migrants and individuals with special needs. The project involves the development of open-access course materials titled “Digital Life 1–2–3-4,” which are shared as open-access resources through four MOOCs on the iMooX platform. The primary goal is to increase awareness of the effects of digital transformation in daily life, such as algorithmic bias, inaccessibility, robots and digital divide, digital inclusion, and digital discrimination. By integrating ethical considerations, promoting digital literacy, and considering bringing users into the design process, the course mitigates the impact of digital transformation and promotes an equitable and empowering digital environment for the everyday use of technology, particularly for marginalized communities. In this article, we discuss specific course content, including digital inclusion, algorithmic bias, and emerging inequalities. The key goals are to understand and mitigate the risks of algorithmic bias, inaccessibility, and digital discrimination in educational technologies affecting diverse and vulnerable populations, and to promote digital literacy, access, and motivational design to encourage forced migrants’ active and safe participation in technology-enabled education. We conclude that it is essential to prioritize ethical principles in their design and application, elevate underrepresented voices, and foster a more equitable and inclusive digital landscape.

How the enduring rhetoric of “raising aspirations” affects the higher education choice support offered to vocational students in an English further education college

ABSTRACT Vocational students are under-represented in both higher-status degree subjects and “elite” universities in England. Despite extensive criticism, government policy persistently attributes this to the idea that these students have low aspirations and that school/college staff can provide support in such a way as to address this issue. This paper explores the dilemmas inherent in raising aspirations towards “elite” higher education (HE) by considering the HE choice support offered to those studying a Business and Technology Education Council (BTEC) course in a further education (FE) college. BTEC qualifications are the English vocational qualifications most frequently used to access university, whilst FE colleges are the English educational institutions that cater primarily to vocational students. Results are analysed in accordance with the Theory of Practice Architectures, a framework that enables the deconstruction of the pre-existing conditions underlying college practices. Findings suggest that whilst the notion of “raising aspirations” remains prevalent in college HE choice support, individual understandings differ, leading to strategies that are ad-hoc, poorly communicated and ineffectual. Underlying all of this is an unease with the whole concept of “raising aspirations” towards “elite” HE and tensions between this concept and other college priorities such as supporting local university provision and providing impartial guidance.

Brain, heart and lung weight in landrace pigs and their association with biochemical indicators

The genesis of internal organ systems is determined by a spectrum of various factors and characterizes the growth rate of animals, their constitution, resistance to diseases and the ability of animals to adapt to environmental conditions. An assessment of the absolute weight of the lungs, brain and heart of Landrace pigs of Irish selection was carried out. At the early stages of the technological cycle, a representative group of pigs was formed, taking into account their origin, sex, age, and live weight. The total number of animals was 12. The fattening of the animals took place in a large pig-breeding farm in the Altai Territory, where standard living conditions were provided according to the standards of meat fattening of animals. Vaccination of animals was carried out in accordance with the preventive plan, and systematic veterinary control was provided. At the end of the technological cycle, when the live weight reached 100 kg, slaughter was carried out on the basis of the current technological instructions. The absolute mass of organs without surrounding structures was determined by weighing on scales with a high accuracy class. The obtained data were evaluated using Microsoft Office Excel and the R programming language in the data analysis environment RStudio version 2022.07.2+576 (RStudio, PBC). Visual assessment showed the absence of pathoanatomic changes in organs. In all cases, based on the ShapiroWilk test, a normal distribution was established. In pigs, the median absolute lung weight was 447.8 g, brain – 81.6 g, for the heart – 33.8 g; 95% confidence interval for the lungs – 245,56 525,85 g, for the brain 45,33–98,42 g, for the heart – 190,21–404,49 g. The article provides indicators of variability of the trait in question. The interbreed differentiation of pigs by lung and heart weight has been established.

Оrganization of the educational process in physical education using multimedia technologies

Modern society is inextricably linked with the process of informatization. Computer technologies are being introduced everywhere. At the same time, one of the priority areas of the informatization process of modern society is the informatization of education. In education, multimedia is used to create computer-based training courses (popularly called CBTS) and reference books such as encyclopedias and collections. CBT allows the user to go through a series of presentations, thematic text and related illustrations in various formats of information presentation. Edutainment is an informal term used to combine education and entertainment, especially multimedia entertainment. Learning theory has developed significantly over the past decade due to the advent of multimedia. Several research areas have emerged, such as cognitive load theory, multimedia learning and others. The possibilities for learning and education are almost endless. The idea of media convergence is also becoming one of the most important factors in the field of education, especially in higher education. Physical education and sports are an integral part of students' lives. Today, the issues of improving the quality and efficiency of students' physical education and sports are becoming more and more relevant. The main objective of the presented article is to analyze the optimization of the training process and physical education classes for students through the integration of digital technologies. At the current time, the tasks associated with improving the quality and efficiency of the training process are becoming more and more relevant. Thus, the integration of digital technologies in the implementation of tasks related to physical education and sports in the lives of students has become an urgent direction as a result of the development of scientific and technological development. Digital technologies make it possible to make classes more effective, personalized and attractive for young people who actively use gadgets and online resources in everyday life. The use of digital technologies in physical education provides an opportunity for more accurate control and analysis of the training process.

Involvement of higher education students in rationally organized physical activity in martial law

The topicality of the problem is caused by the need to clarify the involvement of higher education students in rationally organized physical activity in martial law conditions. The purpose of the study is to investigate the involvement of higher education students in rationally organized physical activity in martial law. Material and methods: theoretical (analysis, comparison, generalization, systematization, theoretical modeling); sociological (questionnaires); methods of mathematical statistics. The study was conducted in Educational and Scientific Institute «Dnipro Institute of Infrastructure and Transport» of the Ukrainian State University of Science and Technology during September 2024 according to the thematic plan of the PDAFKiS researches for 2021- 2025 on the topic «Scientific substantiation of health and recreation technologies in physical education of different population groups» (state registration number 0121U108320). 150 second-year cadets took part at the research on the first stage. Results. Before the start of the full-scale Russian invasion of Ukraine, 103 people, which was 68.67% (66.02% of boys and 33.98% of girls), were systematically engaged in various types of physical activity. After the introduction of martial law, 79.33% of the respondents noted that they were currently trying to systematically engage in various types of physical activity. Conclusions. Based on the results of the study, an increase in the number of students who, under martial law, joined specially organized physical activity classes was established. It was determined that 52.67% of respondents believe that physical activity classes under martial law effectively affect the improvement of psycho-emotional state, character formation and resistance to adverse factors of martial law.

Exploring Saudi Teacher’s Readiness to Use Augmented Reality (AR) Technology to Teach English Language in Schools

This study seeks to investigate the readiness of Saudi teachers to use augmented reality (AR) technology to enhance English language instruction in secondary schools in Riyad, Saudi Arabia. With the increasing integration of technology into educational settings, AR technology has garnered considerable attention as a potential aid for engaging and motivating language learners. Throughout this research, ten Saudi English language teachers from selected secondary schools in Riyad were interviewed to collect data. The findings consistently indicate a resoundingly positive response to AR technology, with teachers keen to incorporate it into English language classes. In addition, the study revealed that Saudi teachers recognised several significant advantages of AR technology in English language teaching. These results suggest that AR has the potential to revolutionize traditional teaching methods and improve the educational experience for both teachers and students. English language teachers in the study area are eager to adopt AR technology as an effective instrument for teaching English in secondary schools. This study catalyzes future research and collaboration to effectively integrate AR technology into the English language curriculum, thereby transforming the way English is taught and learned in Saudi Arabian secondary schools.

Results of the Experimental verification of Organizational and Pedagogical conditions for the formation of readiness of Future Physical Training and Sports Instructors for Professional activity

The article examines the problem of forming military-applied skills of hand-to-hand combat (measures of physical impact, force) in future physical training and sports instructors in the vocational education system. Organizational and pedagogical conditions aimed at improving the educational process of training military personnel of the National Guard of Ukraine have been developed and theoretically substantiated. A training model has been proposed that integrates modern pedagogical technologies adapted to the extreme conditions of service and combat activities. Research methods: observation, questionnaires and surveys, testing, pedagogical experiment, timing, expert evaluation, psychodiagnostics methods, modeling, statistical analysis (calculation of averages, correlations and other statistical indicators). In the process of research and analytical work, an approbation of experimental organizational and pedagogical conditions was carried out, which involves the development of special training situations, the use of simulation modeling methods, as well as the formation of psychophysical readiness to perform assigned tasks in extreme conditions of service and combat activity. The results of the study indicate an increase in the effectiveness of training for representatives of the studied category, which is confirmed by an increase in the level of mastery of the techniques and tactics of service-applied hand-to-hand combat, stress resistance, coordination abilities, and the ability to act in difficult conditions. The results obtained confirm the feasibility of introducing experimental organizational and pedagogical conditions into the system of professional education of future physical training and sports instructors. Prospects for further research in the chosen direction of scientific exploration include the development of an experimental program for organizing independent work of future physical training and sports instructors in the vocational education system.

IMPORTANCE OF CONTINUING EDUCATION IN URGENCY AND EMERGENCY PRACTICES IN EMERGENCY CARE UNITS

Continuing education plays a crucial role in enhancing the qualifications of healthcare professionals in Emergency Care Units (UPAs), fostering the ongoing development of the knowledge and skills necessary to handle urgent and emergency situations. This study reviewed the literature on the subject, highlighting benefits such as increased safety in interventions, reduced medical errors, and strengthened critical competencies like communication and decision-making under pressure. Educational technologies, including digital platforms and practical simulations, were also identified as effective tools for enhancing learning and addressing challenges related to time and resource limitations in UPAs. However, implementing continuing education programs faces significant barriers, such as financial constraints, resistance from professionals to adopt new practices, and the lack of structured institutional policies. Additionally, the high workload and staff turnover in UPAs hinder regular participation in training initiatives. These factors emphasize the need for strategies that integrate continuing education into routine care, ensuring sustainability and a positive impact on care quality. For future advancements, it is recommended to investigate the long-term impact of continuing education programs on care indicators, such as complication rates and patient satisfaction. The combination of hybrid methodologies, integrating digital resources and in-person activities, also deserves greater attention to overcome logistical limitations. Lastly, economic analyses of the costs and benefits of these programs can inform policy decisions and optimize investments in the field. Thus, continuing education establishes itself as an indispensable component for improving care in UPAs, ensuring quality and safety in service delivery.

Using Podcasts to Educate EFL University Students About Sustainability: An Action Research Study in Saudi Arabia

The implementation of technology in language teaching is essential, as it can have a positive impact on the learning and teaching environment. For example, podcasts have been proven to be helpful to support learning. Therefore, the current study examines the use of podcasts to educate EFL learners about the important controversial issue of sustainability. In an exploratory stage of action research, a survey was conducted to evaluate the satisfaction of a convenience sample of 25 undergraduate EFL learners being educated about sustainability, following their use of podcasts on the topic as part of an English language listening and speaking course. The results revealed positive responses from the participants. As such, this study recommends the use of podcasts to educate EFL learners about sustainability through the medium of English and will proceed to further implementation.