Vol. 14 No. 2 (2019): Issue 2

					View Vol. 14 No. 2 (2019): Issue 2

Due to the complexity of contemporary global challenges, such as sustainable resource consumption and adaptation to climate change, supporting and investing in engineering education are essential to improving societies. Changing the engineering education through a major restructuring of the accreditation criteria and curricular innovation would have significant long-term effects.
In universities and higher education institutions, lectures are still the predominant method of teaching courses in fundamental and specialized disciplines. Learning is largely passive in this traditional format, with limited possibilities for interaction between students. Learning is enhanced when students are offered the opportunity to be actively involved with the new content through group discussions and problem solving. In the last decade of the last century, the educational offer of the faculties in the engineering practice has determined an important difference between what is taught in faculty and what the employers and their clients expect from the young engineers. The first two years of the curriculum - which in many respects have changed little since the late 1970s - are primarily devoted to basic sciences, when students apply scientific principles to technological problems. The resulting engineering graduates were perceived by industry as insufficiently prepared to practice in the industrial environment due to changing requirements from theoretical to practical (which implies a combination of skills, attributes and characteristics to obtain solutions to engineering challenges by integrating human needs, sociology, economic and environmental criteria). For design, students need instruction in additional fundamental disciplines such as discrete mathematics (essential for digital information technology), biomechanics science, industrial design, and knowledge of global cultural and business contexts.

Published: 2019-12-01

Research Papers