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Education Sciences
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The Values and Risks of Emerging Technologies in Higher Engineering...
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The Values and Risks of Emerging Technologies in Higher Engineering Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 11757

Special Issue Editors

Dr. Renate Klaassen

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Guest Editor
4TU Centre for Engineering Education, Delft University of Technology, Delft, The Netherlands
Interests: interdisciplinarity; emerging technologies; English medium instruction in HE
Dr. Pieter De Vries

E-Mail Website
Guest Editor
4TU Centre for Engineering Education, Delft University of Technology, Delft, The Netherlands
Interests: learning innovation in industry and HEE; technology-enhanced learning; capacity building; innovative educational practices

Special Issue Information

Dear Colleagues,

This issue should inform about, raise awareness of and inspire people to deal with the strategies, methods, risks and values of emerging learning technologies in (higher) engineering education (HEE).

HEE is confronted with Industry 4.0 requirements such as digital literacy, information skills, design tools, digital testing and collaboration. At the same time, "emerging technologies" such as artificial intelligence, mixed realities, the Internet of Things, robotics, learning analytics and quantum technology are being used as the latest techniques, and they are equally used as tools for learning. The critical scoping question is, "what does engineering in the digital age entail, and how can students in higher education be best prepared?" Can we make them work in a way that helps to prepare students for their future jobs and allows for different variations and directions of education to unfold over the next few years?

In the past, education was overwhelmed by the promises of learning technologies, but now, there is much more at stake. HEE needs to reframe the value of education to improve its understanding of the possibilities and limitations of these emerging technologies. Equally, HEE should more effectively judge the educational technology industries involved in developing support, curriculum and content. The incorporation of these emerging technologies is built on digitalisation and datafication processes that pose pressing challenges to the current educational infrastructure, educational approaches, ethical responsibilities, responsible "big data" use and socio-cultural aspects of education. Higher education institutions cannot ignore these issues; certainly, the current COVID-19 pandemic forced us all to go digital very quickly. To fully benefit from these opportunities, it is important to develop proactive, sustainable values, strategies and methods to deal with the multiple challenges that come with digitisation. Therefore, it is vital for education to face and deal with these technologies consciously and expand our insights into the use of emerging technologies for curriculum and staff development and educational practices. This Special Issue features research papers, reviews of research studies, technical reports that focus on the engineering perspective and conceptual pieces regarding emerging technologies in HEE.

Please note that the deadline for abstract submission is 31st August 2022, and the full paper submission is 15th October 2022. If you do have a manuscript available, please submit it at the earliest convenient time.

Dr. Renate Klaassen
Dr. Pieter De Vries
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emerging technologies
  • (AI, IOT, robotic, quantum physics, design)
  • curriculum design
  • student learning
  • professionalisation
  • policy implications
  • higher engineering education

Published Papers (5 papers)

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16 pages, 1193 KiB  
Article
Validation and Evaluation of a Tool for Developing an Integrated View of ICT-Based Educational Innovation
by Dorien Hopster-den Otter and Iwan Wopereis
Educ. Sci. 2023, 13(3), 263; https://doi.org/10.3390/educsci13030263 - 01 Mar 2023
Cited by 1 | Viewed by 1941
Abstract
The increasing digitalization of education requires an integrated view of innovation and related expertise development. This study validated and evaluated the content and use of the ”Integrated ICT Motion Sensor”, a tool for stimulating awareness about ICT-based educational innovation among multiple stakeholders within [...] Read more.
The increasing digitalization of education requires an integrated view of innovation and related expertise development. This study validated and evaluated the content and use of the ”Integrated ICT Motion Sensor”, a tool for stimulating awareness about ICT-based educational innovation among multiple stakeholders within higher education institutions. The Motion Sensor offers administrators, managers, ICT specialists, educational designers, and lecturers a guiding tool for entering into a dialogue about substantive themes such as vision and policy, leadership, professional development, and ICT infrastructure within the institution. The validation of the content by questionnaires and a focus group with 10 experts showed that the experts’ input was almost in line with the Motion Sensor prototype, which was based on the literature. The use of the Motion Sensor was evaluated in a pilot study within four higher educational institutions. Results from the questionnaires showed that participants generally appreciated the nature and course of the conversation. Moreover, the Motion Sensor led to more awareness about ICT-based educational innovation among participants. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
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16 pages, 834 KiB  
Article
Learnings Networks and Professional Development in Building Energy Management Systems Industry
by Ali Soleymani, Paula van den Brom, Samir Ahmed, Maaike Konings, Ellen Sjoer, Laure Itard, Wim Zeiler, Maarten De Laat and Marcus Specht
Educ. Sci. 2023, 13(2), 215; https://doi.org/10.3390/educsci13020215 - 18 Feb 2023
Viewed by 1386
Abstract
The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of [...] Read more.
The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of energy use. New data science technologies used in building energy management systems might not only bring many technical challenges, but also they raise significant educational challenges for professionals who work in the field of energy management systems. Learning and educational issues are mainly due to the transformation of professional practices and networks, emerging technologies, and a big shift in how people work, communicate, and share their knowledge across the professional and academic sectors. In this study, we have investigated three different companies active in the building services sector to identify the main motivation and barriers to knowledge adoption, transfer, and exchange between different professionals in the energy management sector and explore the technologies that have been used in this field using the boundary-crossing framework. The results of our study show the importance of understanding professional learning networks in the building services sector. Additionally, the role of learning culture, incentive structure, and technologies behind the educational system of each organization are explained. Boundary-crossing helps to analyze the barriers and challenges in the educational setting and how new educational technologies can be embedded. Based on our results, future studies with a bigger sample and deeper analysis of technologies are needed to have a better understanding of current educational problems. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
17 pages, 4709 KiB  
Article
Innovative Higher Education Approaches for Power System Courses
by Ettore Bompard, Abouzar Estebsari, Andrea Mazza, Enrico Pons and Lorenzo Solida
Educ. Sci. 2023, 13(1), 92; https://doi.org/10.3390/educsci13010092 - 15 Jan 2023
Cited by 1 | Viewed by 1458
Abstract
Higher education plays a crucial role in modern society and in emerging energy systems, due to the rising complexity of the phenomena and the interplay among various layers (physical, cyber, social and economic). To cope with this context, universities need to develop new [...] Read more.
Higher education plays a crucial role in modern society and in emerging energy systems, due to the rising complexity of the phenomena and the interplay among various layers (physical, cyber, social and economic). To cope with this context, universities need to develop new visions and tools for education and training. Real-time simulation (RTS) is emerging as a novel and effective approach to analyzing power system aspects, and this characteristic can be effectively used in power system courses. Hence, after the presentation of the basics about the RTS, the paper will show the advantages of employing RTS for teaching activities. Finally, two examples of didactic activities involving RTS at Politecnico di Torino will be presented. In fact, RTS is part of both multi-disciplinary projects (where students with different backgrounds can face the issues affecting the protection and control of power systems) and the course “Electrical systems and safety”, where RTS is used to study the behavior of voltage transformers in saturation. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
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13 pages, 629 KiB  
Article
Don’t Wait, Innovate! Preparing Students and Lecturers in Higher Education for the Future Labor Market
by Marlies Ter Beek, Iwan Wopereis and Kim Schildkamp
Educ. Sci. 2022, 12(9), 620; https://doi.org/10.3390/educsci12090620 - 14 Sep 2022
Cited by 8 | Viewed by 3971
Abstract
Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, [...] Read more.
Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
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11 pages, 234 KiB  
Perspective
The Ethical Dimension of Emerging Technologies in Engineering Education
by Pieter de Vries
Educ. Sci. 2022, 12(11), 754; https://doi.org/10.3390/educsci12110754 - 27 Oct 2022
Cited by 7 | Viewed by 2240
Abstract
Emerging technologies are part of the constituting datafication and digitalization process that poses major challenges to the current educational infrastructure. Clearly, universities are challenged to respond to the demands that seem to develop faster and become more complex over time. The complexity, though, [...] Read more.
Emerging technologies are part of the constituting datafication and digitalization process that poses major challenges to the current educational infrastructure. Clearly, universities are challenged to respond to the demands that seem to develop faster and become more complex over time. The complexity, though, is not just technical; it is the combination of technology, and specifically big data use, with job requirements, educational practices, ethical responsibilities, and the socio-cultural aspects of education. The purpose of this paper is to analyze and discuss elements of these issues in trying to clarify the complexity and lower the threshold for those who are involved and to look for a better understanding of the opportunities and challenges. Therefore, different issues related to emerging technologies are discussed, with a focus on big data and artificial intelligence, as core technologies, followed by the impact of the COVID-19 pandemic as a societal development, the EdTech industry, and the ethical dimensions of the technological change and the consequences for education. Ethics have been shown to be of value, also, in times of increasing complexity and can guide the use and development of emerging technologies in higher education. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
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