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Education Sciences
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Engineering Education in Knowledge Based Society
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Engineering Education in Knowledge Based Society

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

Deadline for manuscript submissions: closed (15 May 2022) | Viewed by 13343

Special Issue Editors

Prof. Dr. Aphrodite Ktena

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Guest Editor
Energy Systems Laboratory, General Department, National & Kapodistrian University of Athens, Euripus Campus, 34400 Evia, Greece
Interests: measurement systems and technology; modeling and optimization; RES microgrids; magnetism and magnetic materials; non destructive testing
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Nadezhda Kunicina

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Guest Editor
Riga Technical University, Riga, Latvia
Interests: teaching and learning; pedagogy and education; electrical engineering
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Valery Vodovozov

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Guest Editor
Department of Electrical Power Engineering and Mechatronics, Tallinn University of Technology, 19086 Tallinn, Estonia
Interests: teaching and learning; pedagogy and education; electric drive; power electronics
Special Issues, Collections and Topics in MDPI journals
Dr. Nataliia Kholiavko

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Guest Editor
Chernihiv National University of Technology, Chernihiv, Ukraine
Interests: teaching and learning; pedagogy and education; economics of education; innovation development; informational economics
Dr. Serhii Stepenko

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Guest Editor
Chernihiv National University of Technology, Chernihiv, Ukraine
Interests: teaching and learning; pedagogy and education; power electronics; electrical engineering; renewable energy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The scope of discussion of this Special Issue is devoted to the developmental trends of education in a rapidly changing society. As is commonly accepted, most changes, especially in education, are normally knowledge-driven. However, at present, many processes in the society are information-driven. The changes in learning methodologies are usually based on technological and market developments. These include the introduction of new courses, the transformation of older ones, the virtual and actual laboratory training, certification and quality assessment of courses and curricula across countries, interdisciplinary studies, innovations in educational systems and markets, the changing attitudes of engineering students, the changes in the market place, and the role of the engineer. We also face the permanent reform of higher education in the age of the 4th industrial revolution (or knowledge-based economy), which is especially crucial for engineering. Therefore, this Special Issue focuses on recent developments in engineering education. The purpose of the Special Issue is to provide opportunities for education stakeholders to present, to assess, and to discuss their interests and results of the studies under the mentioned scope.

Prof. Dr. Aphrodite Ktena
Prof. Dr. Nadezhda Kunicina
Prof. Dr. Valery Vodovozov
Dr. Nataliia Kholiavko
Dr. Serhii Stepenko
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

  • Engineering education
  • Knowledge-based society
  • Common and new approaches in education

Published Papers (5 papers)

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Research

17 pages, 309 KiB  
Article
Effects of Engineering Students’ Soft Skills and Empathy on Their Attitudes toward Curricula Integration
by Soonhee Hwang
Educ. Sci. 2022, 12(7), 452; https://doi.org/10.3390/educsci12070452 - 29 Jun 2022
Cited by 5 | Viewed by 1802
Abstract
Recently, various integrated education curricula for STEM curricula have been provided. This research sought to investigate the effects of engineering students’ soft skills and empathy on their attitudes toward curricula integration (hereafter, attitudes toward integration). First, students’ attitudinal differences respecting integration, soft skills [...] Read more.
Recently, various integrated education curricula for STEM curricula have been provided. This research sought to investigate the effects of engineering students’ soft skills and empathy on their attitudes toward curricula integration (hereafter, attitudes toward integration). First, students’ attitudinal differences respecting integration, soft skills and empathy were examined. Second, the relationships among attitudes toward integration, soft skills and empathy were identified in terms of various sub-factors of those three variables. Third, the effects of soft skills and empathy on attitudes toward integration, as perceived by men and women engineering students, were explored. A total of 302 engineering students from three universities in Korea responded to a survey based on a three-variable scale. Analysis of the data found that: firstly, men scored higher in most of the sub-factors of two variables, namely attitudes toward integration and soft skills; women scored higher in most of the sub-factors of one variable, empathy; and that these gender differences were statistically significant. Secondly, a positive correlation among attitudes toward integration, soft skills and empathy was identified. Thirdly, it was determined that attitudes toward integration were affected significantly by soft skills and empathy. The practical implications of these findings for engineering education are discussed herein, with particular attention devoted to the issue of the cultivation of engineering students’ soft skills, empathy, and attitudes toward integration. Full article
(This article belongs to the Special Issue Engineering Education in Knowledge Based Society)
14 pages, 268 KiB  
Article
Active Blended Learning Engineering Students: A Case Study
by Valery Vodovozov, Zoja Raud and Eduard Petlenkov
Educ. Sci. 2022, 12(5), 344; https://doi.org/10.3390/educsci12050344 - 13 May 2022
Cited by 5 | Viewed by 2522
Abstract
An ongoing technological, economic, and societal change forces a new understanding of engineering and modifies the requirements for higher engineering education. Consequently, an educational approach based on the combination of blended learning and active learning promises great prospects for the enhancement of the [...] Read more.
An ongoing technological, economic, and societal change forces a new understanding of engineering and modifies the requirements for higher engineering education. Consequently, an educational approach based on the combination of blended learning and active learning promises great prospects for the enhancement of the knowledge and skills acquisition thanks to the flexibility it opens up. In this research, an attitude to study is first ever analysed from the standpoint of students enrolled in three various degree levels, namely, a Bachelor of Science program, a Master of Science program, and a new EuroTeQ program. The strengths and weaknesses of the blended and active learning combination are evaluated from didactic and methodological sides. It shows a fundamentally different approach to learning from students belonging to various degree programs. Most of the bachelor degree learners volunteered to participate in active learning, although a significant proportion of them was unable to succeed. In contrast, the learning of master students looks more circumspect and selective; they devote less time to study, but spend it more wisely, being more highly responsible for the outcomes than bachelors. The EuroTeQ participants did not push on many active learning activities, but demonstrated quite high motivation in quizzes, labs, and online consultations. As a result, the outcomes of the first academic year satisfied mainly the most strong of the EuroTeQ students. Full article
(This article belongs to the Special Issue Engineering Education in Knowledge Based Society)
14 pages, 1646 KiB  
Article
Challenges of Active Learning in a View of Integrated Engineering Education
by Valery Vodovozov, Zoja Raud and Eduard Petlenkov
Educ. Sci. 2021, 11(2), 43; https://doi.org/10.3390/educsci11020043 - 25 Jan 2021
Cited by 16 | Viewed by 2551
Abstract
The fourth industrial revolution has triggered a notable shift in engineering education, bringing the need to create new professionals. In this context, the active learning approach appears to be more important than ever. Nevertheless, to date quite lot of challenges related to active [...] Read more.
The fourth industrial revolution has triggered a notable shift in engineering education, bringing the need to create new professionals. In this context, the active learning approach appears to be more important than ever. Nevertheless, to date quite lot of challenges related to active learning have been accumulated. Diversity of backgrounds and knowledge levels of students presented together in the same learning environment can become a source of dissatisfaction and failure for several groups of learners. To explore the reasons for these phenomena, the conduct of different categories of learners is examined and compared in terms of individual engagement and success in education. It is found that the student-centered approach is not necessarily the best method of teaching and learning when applied to students with great differentiation. A number of other conditions are required for success, namely, working in small groups, drawing on learner’s abilities, individual instruction methods, etc. These conditions are analyzed in detail in this study. The need for a rigorous and systematic orientation of learners in a multidimensional educational environment is proposed as a prospective form and an integral part of the university staff activity. Full article
(This article belongs to the Special Issue Engineering Education in Knowledge Based Society)
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17 pages, 275 KiB  
Article
Research on Cross-Domain Study Curricula in Cyber-Physical Systems: A Case Study of Belarusian and Ukrainian Universities
by Anatolijs Zabasta, Joan Peuteman, Nadezda Kunicina, Volodymyr Kazymyr, Sergey Hvesenya, Andrii Hnatov, Tatsiana Paliyeva and Leonids Ribickis
Educ. Sci. 2020, 10(10), 282; https://doi.org/10.3390/educsci10100282 - 15 Oct 2020
Cited by 10 | Viewed by 2106
Abstract
The increasing importance of continuingly complex Cyber-Physical Systems (CPS) challenges and encourages universities worldwide to organize up-to-date CPS oriented educational programs. The Erasmus+ project “CybPhys” aims to support CPS oriented educational programs in Belarus and Ukraine. We put forward a hypothesis that the [...] Read more.
The increasing importance of continuingly complex Cyber-Physical Systems (CPS) challenges and encourages universities worldwide to organize up-to-date CPS oriented educational programs. The Erasmus+ project “CybPhys” aims to support CPS oriented educational programs in Belarus and Ukraine. We put forward a hypothesis that the educational situation, training opportunities, situation of the labor market, and general economic development are related to each other and can vary depending on the region. In order to validate our hypothesis and to provide input to curricula modernizations, an in-depth study in the form of surveys was conducted in the years 2019–2020. The results of the study showed that the differences between the perceptions of stakeholders in different regions of one country were more significant than the deviations between the global evaluation marks obtained from Belarusian and Ukrainian respondents. In order to increase the synergy of the CybPhys partners, the transdisciplinary and T-shape skills approaches are introduced to the education programs of the partner’s universities. An innovative ICT based teaching and learning environment and associated teaching methodologies will be developed. The research provides valuable input to the development of industry and research-oriented cross-domain study programs in Cyber-Physical Systems focused on the needs of Belarusian and Ukrainian industries. Full article
(This article belongs to the Special Issue Engineering Education in Knowledge Based Society)
17 pages, 1596 KiB  
Article
Indicators of Regional Innovation Clusters’ Effectiveness in the Higher Education System
by Iryna Lysenko, Serhii Stepenko and Hanna Dyvnych
Educ. Sci. 2020, 10(9), 245; https://doi.org/10.3390/educsci10090245 - 12 Sep 2020
Cited by 8 | Viewed by 3140
Abstract
Under globalization conditions, the main priority of the state education policy in many countries of the world is to ensure higher education quality. This is possible through close and efficient cooperation between the state, higher education institutions, future specialists, employers and innovative structures [...] Read more.
Under globalization conditions, the main priority of the state education policy in many countries of the world is to ensure higher education quality. This is possible through close and efficient cooperation between the state, higher education institutions, future specialists, employers and innovative structures (clusters). This study focuses on the development of indicators that can comprehensively assess the effectiveness of regional innovation clusters in the higher education system. The main attention is given to the analysis of innovations, business, education development and competitiveness, as indicators of the effectiveness of regional innovation clusters in the higher education system. The following methods have been used within the research: content analysis, statistical, correlation and regression analysis, econometric modeling and the graphical method. As a result of the research, indicators of the effectiveness of regional innovation clusters have been identified and the impact of these indicators on the higher education system has been evaluated. The authors have shown that there is a close relationship between the level of development of regional innovation clusters, indicators of business and innovations development, and the level of competitiveness. The direct impact of those on the higher education system has been established and confirmed by the provided calculations. Full article
(This article belongs to the Special Issue Engineering Education in Knowledge Based Society)
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