Engineering Education Research Articles

Review of the unified theory of acceptance and use of technology (UTAUT) in education: A bibliometric visual analysis based on CiteSpace

This paper conducts a bibliometric visual analysis of the application of the Unified Theory of Acceptance and Use of Technology (UTAUT) in education, using CiteSpace software. Drawing on data from the Web of Science, the study explores research trends and influential works related to UTAUT from 2008 to 2023. It highlights the growing use of educational technologies such as mobile learning and virtual reality tools. The analysis reveals the most cited articles, journals, and key institutions involved in UTAUT research. Furthermore, keyword analysis identifies research hot spots, such as artificial intelligence and behavioral intentions. This study contributes to the understanding of how UTAUT has been used to predict technology adoption in education and provides recommendations for future research directions based on emerging trends in the digital learning environment.

Digital learning strategies in residency education

Background New digital learning environments have transformed medical education and training, allowing students and teachers to engage in synchronous, real-time interactions and asynchronous learning activities online. Despite extensive research on the role of digital technologies in education, understanding the interplay between digital technology, work, and learning, especially in complex fields like healthcare, remains a challenge. Objective The objective of this study is to examine resident physicians’ perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on digital learning through video conferencing (virtual lectures and seminars) and related learning technologies. It aims to understand how resident physicians perceive pedagogical opportunities and challenges in digital learning environments during their medical training and what strategies they use to address these. Materials and Methods The methodological approach is qualitative, aiming to capture and understand participants’ experiences and views of digital learning. The empirical data gathered from open-ended responses to four course evaluation surveys and semi-structured interviews with nine physicians from a cohort of participants enrolled in two or more digital courses were analyzed through thematic analysis. The analysis revealed three main themes related to digital transformation of learning: sociotechnical, educational and administrative. Results The results suggest that (i) sociotechnical aspects and understanding of the context in which the learning takes place contribute to enhancing digital learning for resident physicians; (ii) insights into participants’ perceptions of digital learning emphasize that interactive communication and group discussions are significant for their learning, and (iii) administrative aspects related to course design, lecture management, and instructional support are more important in digital learning environments compared to traditional teaching and learning. Conclusion Findings from this study confirm and extend prior studies on digital learning in healthcare, contributing to a better understanding of how digital learning environments, especially virtual lectures and seminars, can be developed and integrated into residency programs and health professions education to increase their usefulness.

Factors measuring the readiness of teacher educators’ to use web 2.0 technologies

Web 2.0 has opened many opportunities and avenues in education, especially in tertiary education. The open nature of Web 2.0 has enabled teachers and students to access, share, collaborate, and communicate knowledge around the world with just one click. Web 2.0 tools have been frequently used in teacher education in session planning and designing strategies for the teaching–learning process. Pakistan's public and private sector universities offer teacher education programs. Due to the significant influence of Web 2.0 technologies, there have been a rising number of studies on the use, effects, and perceptions of Web 2.0 technologies in education. However, there was a need for study in the Pakistani scenario, which could uncover teacher educators' practices regarding the use of Web 2.0. To better understand the factors that influence teacher educators’ decisions to adopt Web 2.0 technologies. This study used the Decomposed Theory of Planned Behavior (DTPB) framework aimed to unwind teacher educators' behaviors and practices for Web 2.0 technology usage. The research design of this study was exploratory with a quantitative approach. The data was collected through an adopted DTPB scale-based survey questionnaire that provided a snapshot of the behaviors, attitudes, opinions, and beliefs of teacher educators. The population of the study was comprised of teacher educators of the teacher education departments from public and private sector universities of Sindh province in Pakistan. From both sectors, a total of 156 subjects were targeted for data collection, out of which 73 participants responded. This research uses descriptive analysis and inferential analysis to establish the overall tendency of responses from individual teacher educators and to note how this tendency varies among both sectors. Based on the findings, the results depict how a large population views the usage of Web 2.0 technologies in the teaching–learning process and the diversity of both sectors.

A review of STEM education research in BRICS countries: an analysis of research trends

Research has emphasized the importance of STEM for countries. Many studies have been conducted on STEM education research in countries worldwide. However, there is a lack of research on reviewing the research on STEM education in BRICS countries. Based on this rationale, this paper analyzes research patterns and trends related to STEM education in BRICS countries. The study examined 3,580 journal articles from 2014 to 2023 on STEM education in BRICS countries using the bibliometric analysis method, revealing a significant increase in research. The results showed that the number of published articles increased annually, and 85% were published after 2017. The top three journals publishing STEM studies were the Journal of Engineering Education Transformations, Sustainability, and the International Journal of Emerging Technologies in Learning. China had the highest number of articles on STEM education based on country affiliation, followed by South Africa, India, Brazil, and Russia. The authors’ authorship collaborations revealed that China had the most prominent connections compared to other countries. The keywords analysis revealed four research trends: (i) the effects of STEM education on learning outcomes, (ii) the impacts of instructional strategies in engineering education, (iii) gender differences in STEM education, and (iv) the use of artificial intelligence, project-based learning, and active learning. Based on the analyses, researchers suggest recommendations for future research.

Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction

IntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.MethodsA multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.ResultsThe findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.DiscussionThe study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources.

Community Engaged Learning in Graduate Education: A Review and Call to Action

A thematic analysis of articles published between 2005 and 2023 was conducted to assess the state of community engaged learning (CEL) in graduate education. The analysis reveals specific foci at different levels of analysis ranging from individuals to institutions. This includes attention to student learning outcomes, pedagogical practices, community partner involvement, student autoethnographies, program development and evaluation, and institutional factors. A praxis agenda for scholarship is proposed in response to trends in graduate education and gaps in the current literature. This includes further integration of CEL into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) graduate education, broadening theoretical and methodological repertoires, and further supporting graduate students as engaged scholars and teachers.

A Roadmap for Integrating Sustainability into Software Engineering Education

The world faces escalating crises: record-breaking temperatures, widespread fires, severe flooding, increased oceanic microplastics, and unequal resource distribution. Academia introduces courses around sustainability to meet the new demand, but software engineering education lags behind. While software systems contribute to environmental issues through high energy consumption, they also hold the potential for solutions, such as more efficient and equitable resource management. Yet, sustainability remains a low priority for many businesses, including those in the digital sector. Business as usual is no longer viable. A transformational change in software engineering education is urgently needed. We must move beyond traditional curriculum models and fully integrate sustainability into every aspect of software development. By embedding sustainability as a core competency, we can equip future engineers not only to minimise harm but also to innovate solutions that drive positive, sustainable change. Only with such a shift can software engineering education meet the demands of a world in crisis and prepare students to lead the next generation of sustainable technology. This paper discusses a set of challenges and proposes a customisable education roadmap for integrating sustainability into the software engineering curricula. These challenges reflect our perspective on key considerations, stemming from regular, intensive discussions in regular workshops among the authors and the community, as well as our extensive research and teaching experience in the field.

Research and practice of biochemistry curriculum reform to serve the cultivation of innovative talents among engineering majors

On the basis of the enlightenment of international engineering education accreditation for the reform and development of higher education in China, combined with the important measures of the national “double first-class” construction, new challenges have been proposed for innovative talent cultivation among engineering majors in the context of promoting national development. These challenges also promote the reform of science-oriented courses among engineering majors. As a core mandatory course for engineering majors, biochemistry plays a crucial role in the entire educational process at universities, serving as a bridge between basic and specialized courses. To address challenges such as limited course resources, insufficient development of students’ advanced thinking and innovation skills, and overly standardized assessment methods, the bioengineering major from Guilin University of Technology restructured the biochemistry course content. A blended teaching model termed “three integrations, three stages, one sharing”, was implemented. This effort has yielded significant results, providing a research foundation for constructing an innovative talent cultivation system that is oriented toward industry needs within modern industrial colleges. It also offers valuable insights into and reference points for the cultivation of engineering talents and curriculum reform in local universities.

Behaviors and attitudes towards mobile learning during course work and scientific research among dental, medical and non-medical undergraduates: a cross-sectional study

BackgroundMobile learning is a valuable supplement to traditional education methods, but the current research on mobile learning is still insufficient. This study aimed to assess dental undergraduates’ behaviors and attitudes towards mobile learning during course work and scientific research and to compare these findings to those of medical and non-medical students.MethodsA cross-sectional survey was conducted among undergraduates at Sichuan University, China. Participants completed an online questionnaire covering demographic information, mobile learning behaviors in course work and scientific research, and attitudes towards mobile learning.ResultsA total of 849 valid responses were collected, including 290 dental students, 307 medical students, and 252 non-medical students. The average behavior scores for using mobile devices in course work and scientific research were 3.02 and 3.09 (out of 5), respectively. Smartphones were the most frequently used devices for course work across all majors, while laptops predominated for scientific research. Mobile device preferences for various learning activities were similar across all majors, with minor variations. Over 80% of dental students reported using mobile learning for more than one hour daily for course work, and they had the highest proportion of daily mobile learning exceeding 90 min. Overall, students demonstrated positive attitudes towards mobile learning, with average attitude scores of 3.58, 3.66, and 3.47 (out of 5) for dental, medical, and non-medical students, respectively.ConclusionResult show that dental undergraduates used mobile learning extensively and exhibited positive attitudes towards it for both course work and scientific research. This study highlights mobile device preferences and their alignment with various academic activities, which can inform the strategic development of educational technologies in dental curricula.

The effectiveness of intelligent tutoring systems in supporting students with varying levels of programming experience

This study investigates the effectiveness of Intelligent Tutoring Systems (ITS) in supporting students with varying levels of programming experience. Through a mixed-methods research design, the study explores the impact of ITS on student performance, adaptability to different skill levels, and best practices for utilizing ITS in heterogeneous programming classrooms. The quantitative analysis reveals significant differences in the influence of ITS on improving programming skills, the usefulness of ITS feedback, and satisfaction levels with the interface based on students’ programming experience levels. Advanced students show the most significant improvement in programming skills and find the feedback more valuable, while intermediate and advanced students report higher satisfaction with the ITS interface. The qualitative analysis highlights positive impacts on the learning process, challenges faced, and suggestions for improvement. This study contributes to the literature by emphasizing the importance of tailoring ITS interventions to meet the unique needs of students with varying levels of programming experience, offering insights for educators, curriculum developers, and educational technology designers.

Feeding the Insatiable Beast

This exploratory essay foregrounds the extraction and enclosure cycle between education technology (ed-tech) vendors and public academic special collections and archives departments. Education technology vendors, subsidiaries of academic publishers, often approach special collections libraries and archives with offers to digitize collections through services that McLaughlin et al. (2023) describe as open wrapping or freemium proposals. Since there seems to be no turning back, information professionals in public academic settings should, among other solutions, encourage decision-makers to negotiate preservation and conservation of physical archival materials. Drawing from the literature on commons practices, this essay introduces the concept of reciprocal relations to agreements between cultural heritage institutions and ed-tech companies. A reciprocal approach would disrupt the extraction and enclosure cycle and highlights the professional’s role as a steward of cultural heritage collections with an understanding that digitization is not preservation. Further, it would compel private sector companies to invest in the public sector instead of simply extracting public resources for profit.

Studying how AI tools integrated with social media can help teachers manage classrooms by providing insights into student behavior, engagement levels, and areas needing improvement

This study is conducted to determine how AI tools have assimilated into social media and the impacts on student engagement, behavior, and performance. Indeed, with the rapid progress that education technology has witnessed so far, AI stands out in transforming the very approach traditional classroom management utilized toward time. This study is qualitative in nature and seeks to identify teacher practices on class management and improvement of student outcomes while using AI-driven platforms and social media tools. The interviewees comprised 20 teachers, semi-structured interviews, group discussions, and observation. Using the thematic analysis of NVivo software, it has found a major issue that how effective AI tools had been in student monitoring, engagement, usage of social media, and solving the problems like technical issues and the privacy concern. Results: AI tools made the classroom dynamics totally change as now the teachers could use data collected on time for personalized learning and intervention purposes. However, some of the challenges realized include teacher training and data security. The author concludes this research study by making recommendations to the teaching fraternity to use AI and social media tools in the classroom and on proper training, professional development, and ensuring the data privacy. Long-term impacts of AI tools on the academic performance and well-being of students; comparative studies of different school settings, among other directions that explored in future research. This work fits into the thematic development of the transforming potential of AI and social media in new educational environments.

Leveraging technology and artificial intelligence to revolutionize French language proficiency: A comprehensive framework for modern curriculum design

The integration of technology and artificial intelligence (AI) in language education has the potential to revolutionize how French is taught and learned in the modern era. This paper explores a comprehensive framework for modernizing the French language curriculum, emphasizing the transformative role of AI-driven tools in enhancing learner engagement, accessibility, and fluency. It examines advancements such as adaptive learning systems, AI-powered tutors, speech recognition, and gamification, highlighting their ability to personalize instruction and foster immersive learning experiences. Key features of a technology-driven curriculum, including alignment with CEFR standards and inclusivity for diverse learners, are discussed. The paper also addresses challenges such as cost, infrastructure limitations, and ethical concerns related to data privacy and the role of human educators. Recommendations focus on teacher training, infrastructure investment, and collaborative policy development to ensure the successful implementation of AI-enhanced curricula. By leveraging AI's potential while maintaining ethical standards, this approach aims to make French language education more efficient, interactive, and inclusive, meeting the demands of a globalized world. Keywords: Artificial Intelligence, French Language Education, Technology-Driven Curriculum, Adaptive Learning Systems, Immersive Learning, Educational Innovation.

Squirrel search algorithm-support vector machine: Assessing civil engineering budgeting course using an SSA-optimized SVM model

Abstract In the field of civil engineering education, accurately evaluating the effectiveness of budget courses is crucial. However, traditional methods of evaluation tend to be cumbersome and subjective. In recent years, machine learning technology has demonstrated immense potential in educational evaluation. Nevertheless, in practical application, the machine learning-based evaluation model for civil engineering budget courses faces the predicament of inadequate evaluation accuracy. To solve this problem, the squirrel search algorithm technology was used to establish support vector machine parameters and create optimization algorithms. The performance of the proposed optimization algorithm was tested, and the results showed that the accuracy of the proposed algorithm was 0.927, which was better than similar prediction algorithms. Then, the empirical analysis of the proposed civil engineering budget course evaluation model showed that student satisfaction and student examination scores had increased to 92 and 94 points, respectively. The above results reveal that the proposed optimization algorithm and course evaluation model have good performance. Therefore, the implementation of the proposed curriculum evaluation method can significantly improve the learning efficiency of students and the teaching quality of civil engineering budgeting methods courses.

The role of intellectual humility in promoting epistemic fluency for interdisciplinary engineering education

Interdisciplinary engineering education aims to equip engineers with the ability to tackle complex real-world problems that occur beyond traditional disciplinary boundaries, therefore demanding a set of interdisciplinary competencies. In our research on interdisciplinary competence, a study consisting of interviews with teachers and researchers focusing on Higher Order Thinking Skills (HOTS) necessary for interdisciplinary research purposes, revealed that the interviewees emphasize specific attitudinal aspects as important for being competent in interdisciplinary research contexts. Notably, the attitudinal aspects as described by the interviewees can be understood through the notion of intellectual humility (IH). This observation motivated an exploratory literature review, which led to the conceptualization of IH as an attitude consisting of the ability to recognize one’s intellectual limitations and openness to alternative perspectives and clarified its potential role in the development of epistemic fluency, as an interdisciplinary competence that integrates knowledge, skills and attitude. The refined conceptual understanding of IH along with the empirical findings on the importance of IH resulting from the interviews with experts in interdisciplinary engineering education, supports the view of IH as a crucial attitude for epistemic fluency in interdisciplinary education contexts, together with the importance of awareness and knowledge of disciplinary perspectives. Epistemic fluency, in turn, is conceptualized as a key interdisciplinary competency that integrates knowledge (disciplinary perspectives), attitudes (IH), and skills (HOTS). Finally, suggestions are made for possible ways to promote IH as part of this competence.

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

The impact of Digital literacy on ICT self-efficacy in Islamic secondary school teachers in District Kot addu South Pakistan

Digital literacy is the skill of using digital technologies in order to find, assess and produce relevant information and products. ICT self-efficacy refers to self-confidence in instructional use of Information and Communication Technology tools.This paper focuses on effects of Digital Literacy on ICT self-efficacy of teachers in Islamic secondary schools in District Kot Addu South Pakistan. Hence, probing into how digital literacy affects teacher’s self efficacy when using ICT in teaching becomes relevant given rising push on adoption of technology in learning. The results are expected to contribute to the body of knowledge regarding professional development needed to support appropriate incorporation of technology into teaching practices.It seeks to alert professional development providers on the potential of impacting teacher confidence and competence on using technological tools in instruction. This paper presents a qualitative investigation concerned with the effects of digital literacy on ICT self-efficacies of teachers in the Islamic secondary schools in District Kot Addu, South Pakistan. The research sought to establish the present level of use of, and confidence in use of, information communication technology among teachers; personal computer/Internet literacy skills; and correlation between these skills and attitude towards the use of ICT in teaching. In this study, data was collected through use of semi structured interviews and focus group discussions with fifteen teachers from five Islamic secondary schools. Finally, through analyzing themes identified in the cross-case analysis, it was shown that although most teachers adopted digital literacy and were comfortable with technological tools, they lacked adequate knowledge on how to incorporate digital technologies with higher complexity into their teaching practice. In addition, the study showed that the profile of digital literacy influenced ICT self efficacy, the need to address with immediacy and desire the continuing professional learning to improve on it. The study has therefore called for enhanced training that not only increases computer literacy skills but also the level of self-confidence in the use of ICT in teaching to enhance teaching practices in era of technology.The professional development programs should then focus on developing the skills that would increase ICT self efficacy among teachers so as to increase the level of self confidence in integration of technology in teaching and learning practices.

Towards the Structure of the Digital Competence of the Library Specialists

The purpose of the article is to present the structure of the digital competence of a library specialist, developed based on research of recommendations of specialised organisations and regulatory documents, European approaches to the development of digital competence frameworks, and the results of a survey of library specialists. The research methodology is based on applying systemic, functional, acmeological, axiological and socio-communication approaches, which made it possible to scientifically understand the essence and structure of the formation of digital competence of library specialists. The theoretical methods of analysis and comparison helped to study the problem, clarify the essence of key concepts and determine the structure of the digital competence of library specialists; generalisation and systematisation were used to substantiate the components of digital competence. The scientific novelty. The structure of the digital competence of a library specialist is defined, which takes into account overall digital competence, digital technologies for professional activities, support learning, teaching and research (in particular, promoting digital literacy and users digital inclusion, digital mentoring), the ability to digital transformation and professional development in the digital environment. The author presents the draft digital competence framework for library specialists, which can be considered for improvement in the draft framework published by the Ministry of Digital Transformation for public discussion. Conclusions. The digital competence framework for library professionals can become the basis for an effective system of training and in-service training in digitalisation at different degrees of education, as well as a tool for effectively monitoring the level of digital competence among library staff. The presented draft digital competence framework for library professionals includes six areas (digital literacy; digital collections and resources; digital service, digital technologies and tools in professional activities; digital mentoring; digital leadership and professional development), thirty descriptors, and provides four levels of proficiency described by task complexity, autonomy, attitude, and cognitive domain. A comparison is made with the draft published by the Ministry of Digital Transformation in June 2024, along with recommendations for its improvement.

The Impact of Assistive Technologies in Enhancing English Learning Outcomes for Students with Disabilities: A Meta-Narrative Analysis

Integrating assistive technologies in education is crucial for enhancing English learning outcomes among students with disabilities. This meta-narrative analysis aims to synthesize existing research on the impact of assistive technologies in improving English language skills in this population. We conducted a comprehensive search across databases, including Taylor and Francis and Scopus, identifying relevant studies published from 2020 to 2023. Eleven peer-reviewed articles met the inclusion criteria, focusing on empirical studies that evaluated tools such as EducaPlay, Rosetta Stone, PECS, AR applications, inclusive videos, LEA tools, VAS and multimedia tools, web-based drill programs, the AMALL application, and various assistive technologies like JAWS, MELDICT, OCR scanners, and Braille devices. Data collection involved extracting critical information on the effectiveness of the learning tools, types of disabilities, and educational outcomes related to language skills in using technology learning tools to study the English language for disabled students. The analysis revealed significant improvements in vocabulary, reading comprehension, and writing skills, demonstrating the positive impact of assistive technologies on English learning. The findings suggest that these technologies enhance engagement and motivation, offering personalized support that addresses individual needs. The discussion highlights the variability in effectiveness across different technologies and the importance of proper implementation and training for educators.

Simulation of the seepage pressure under the dam by Seep/W during engineering education

The modern educational environment should ensure the formation of general and professional (special) competencies of the future specialist. The high education of STEM specialties is impossible without modern information technologies and special software in modern conditions. Developer companies and stakeholders are interested in training students using modern calculation software and provide various opportunities for training. Educational programs gradually reduce the amount of practice classes, the use of special calculation software allows to carry out more necessary calculations in short time, illustrate the results, correct the mistakes, choose the optimal constructive solution, therefore, it contributes to the development of critical thinking and independent learning skills of the student. The practice of implementing information technologies into the education process from simple to complex software is widespread both in Ukraine and abroad. Using modern software activates practical learning, boosts professional identity, consciousness, motivation, and creation of the students. The article provides the calculation of the seepage pressure under the dam by the ordinary handmade method and by Seep/W software. The fourth-year bachelor's degree students carry out this calculation during the concrete dam design. The comparison of the calculation results by hand and by Seep/W PC was made. Modern engineering software are quite complex, require additional knowledge and practice skills, encourage students to survey additional information, which contributes to the development of the students individual trajectory. Most of the modern software are in English, which also stimulates the study of professional English vocabulary.