جستجوی مقالات مرتبط با کلیدواژه "engineering education" در نشریات گروه "علوم تربیتی"

Identifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problem-oriented, problematizing and recognizing innovative solutions and solving complex problems. For this purpose, in the present study, an attempt was made to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords “Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” and Benefits, AND “Limitations OR Critical Thinking” were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, engineering education. The findings identify nine outcomes, use of critical thinking in engineering education. The results show that for effective teaching of critical thinking and its inclusion in engineering curricula, a more coherent approach is needed to provide a useful and effective formal platform for promoting knowledge, insight, values and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated.

 The speed of growth and change of knowledge in engineering fields, has led to the need for new approaches. Connectivism theory has solved this problem by placing the learner at the center of learning and providing a new definition of learning. MOOCs have been a successful experience based on this theory. Recently, researchers have introduced hybrid MOOCs by combining the distributive property of xMOOCs and the network property of cMOOCs to earn diverse skills and presented positive results. In order to achieve the goal of the research, which is to identify the components of the personalized learning environment in engineering education with hybrid MOOC technology, the components in cMOOCs and xMOOCs were investigated with the method of qualitative content analysis. For this purpose, 41 domestic and foreign researches were selected from the statistical population of related electronic researches by purposeful sampling method. Then, the data reached theoretical saturation by interviewing 7 experts in this field. Then, the data were qualitatively analyzed and the related themes of coding and the categories of self-learning, self-motivation, self-leadership, personalization, evaluation of communication, creation of strengthening and elimination of communication and social network platform were obtained in two groups of individual independence and networking.

Quality is essential for the survival of modern educational institutions and a gateway to the globalization of higher education. In the last few decades, engineering has gone through many changes and certain criteria have been proposed for a standard engineering education. Today, leading engineering education schools have revised their educational programs to enable graduates to enter the national and international engineering job market. This situation calls for prioritizing improvement in educational program quality. One of the most common methods for identifying the quality of education is to pass the accreditation process successfully. In modern “accreditation”, instead of measuring what the university offers, the focus is on “outcomes” or what the graduates have gained. To judge the extent to which students achieve the desired outcomes, two methods of evaluation have been developed: “internal assessment” or “self-assessment” by the educational institution; and “external assessment” by independent accreditation bodies. This article first reviews the status of engineering education accreditation in the world and explains the mechanism of internal and external assessment. Then, measures that have been taken in the last decade to evaluate engineering education in Iran, according to the common criteria in the world, are explained

The purpose of a research project which is reported here was to analyze the quality of engineering education based on the data collected from the articles published in the Iranian Journal of Engineering Education (IJEE). Furthermore, based on the findings, suggestions towards improving the quality of engineering education in Iran have been provided. In doing so, the content analysis of aforementioned studies was conducted in two steps. In the first step, a scoping review method was carried out to a selected 31 study sources from the database of the IJEE from 1999 to 2023 by considering specialized keywords. Then, the qualitative content analysis was carried out. The findings were classified into three categories: input, output, and outcome factors. Input factors included students, educational and curriculum programs, higher education policies, university policies, faculty members, and facilities. Output factors included the unemployment of engineering graduates (job problems and migration of engineering elites) and the separation of engineering universities from the industry (shortcomings of the university and the industry). Outcome factors included the impact of social and cultural conditions, as well as economic and political conditions on engineering education graduates. In the end, based on the obtained results, executive suggestions for revising policies and improving the quality of engineering education have been proposed.

A framework has been proposed to improve the content of civil engineering undergraduate education with a focus on transferring entrepreneurial skills. Using a mixed-exploratory research method, 11 university experts were interviewed and a conceptual model with 9 components (ecosystem, tests and evaluations, structure, incentives, general/theoretical courses, projects (structural and road design), internship, complementary courses and Kehad, extracurricular activities) was developed. Based on the sub-components, solutions have been presented for improving the content of civil engineering undergraduate education by transferring entrepreneurial skills. Then, based on the model, a questionnaire including 35 Likert-scale questions and 2 ordinal questions was designed and distributed to a sample of working civil engineers (experts). The obtained data were analyzed with the Friedman test, and the questions were ranked according to the priority of the experts. Finally, based on the top 20 priorities, suggestions were made to policymakers, professors, entrepreneurs, and students. For example, visiting construction sites as extracurricular activities was the suggestion of professors and the first priority of experts, also, the lesson proposal under the title “Innovative Project” was one of the 20 primary priorities of experts.

This article presents an innovative approach to conducting final exams to reduce students’ psychological burden and enhance learning outcomes in engineering education. The method involved a two-hour exam with three different question sets given to 38 undergraduate students. During the middle of the exam, students were surprised with a 5-minute break outside the classroom to relax and consult with each other. This break helped reduce anxiety levels. After the break, students returned to the exam with improved mental calmness. The average grades of students did not significantly changed compared to previous years. Interviews conducted one year later showed positive feedback from students. They felt the approach transformed exam tension into excitement and energy for learning. The method reduced stress, discouraged cheating, and created a positive exam experience. The article suggests that innovative approaches to reduce exam-related psychological burden should be explored further in educational research. By refining and generalizing this approach, it can be implemented globally to benefit students. This research contributes to the ongoing discussions about exams, cheating, and alternative assessment methods in engineering education.

The aim of the present study was to investigate the philosophical infrastructure of professional ethics education in engineering colleges along with the introduction of important and neglected philosophical approaches in this field. Philosophical school of thought, in addition to being regarded as lenses for examining engineering ethics education, are also influential in setting engineering education programs and can create a balance between scientific and non-scientific subjects. In this way engineering colleges can train engineers who are both experts in science and knowledge, and also have engineering ethics. In this field various studies and results have been reported.  By a systematic review method the studies at the end of 2021 are compiled and compared. The Scopus and Magiran search engines are searched by examining the terms “philosophy” and “engineering ethics education” in the title, keywords and abstracts of articles. The results of the studies show one important philosophical infrastructure and eight neglected philosophical infrastructures. 82.76% of the articles considered modernism as the dominant but ineffective approach, and 65.52% of the articles identified the lack of attention to the comprehensive (inclusive) approach in teaching engineering ethics as the most neglected approach. The position of postmodernism, phenomenology, human-centered, comprehensive, religious, collaborative, situational, critical, constructivist approaches in educating ethical and professional engineers are empty in the current era.

One of the desirable and expected features of engineering education curricula is the continuous and regular revision of the course content according to the needs of society and employers. In Iran’s higher education, these revisions have been conducted in a centralized manner by the Ministry of Science, Research and Technology, for a long time. In the higher education systems of the world, however, professors and educational groups play the main role in promoting and improving curricula. One of the famous approaches is curriculum drawing or curriculum mapping. In this approach, professors are used and in a collaborative and cooperative way. Considering that the Ministry delegated the powers of curriculum planning to the level one and two universities, the aim of the current research was to investigate the degree of tendency of engineering groups to implement the curriculum design approach and also to investigate the prerequisites for its implementation. In this regard, 14 people from the managers of engineering departments of Kashan University were selected by purposeful sampling method. A semi-structured interview was conducted with them to collect information. The data obtained from the interviews were coded and categorized in a holistic way in the ATLAS.Ti software environment. The findings showed that despite the delegation of curriculum authority to Kashan University, revision of engineering curricula is not done regularly. The mentality of engineering professors is more in line with the focused approach and the delivery of high-level curricula. From the analysis of the interview’s, it can be said with confidence that the necessity of implementing decentralized planning approaches, such as curriculum design, is fully understood by engineering professors. However, factors such as the lack of knowledge of academic authority for curriculum planning, the lack of clear educational and administrative regulations, and the lack of necessary support have caused decentralized curriculum planning approaches not to be used systematically.