Journal of Engineering Education最新文献

{"title":"Engineering students' sustainability learning: Examining opportunities to learn about sustainability and their role in student outcomes","authors":"Trevion S. Henderson,&nbsp;Avis Carrero,&nbsp;Jessica O. Michel","doi":"10.1002/jee.70010","DOIUrl":"https://doi.org/10.1002/jee.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students will be responsible for building new technologies that either mitigate or exacerbate future sustainability problems. Engineering educators are thus tasked with educating engineering students on the knowledge, attitudes, and behaviors that will make them change makers of the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this research was to examine the learning opportunity structures that engineering students experience, as well as how students' opportunities to learn about sustainability-related issues are related to cognitive and behavioral learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We surveyed engineering students at a large, public Midwestern university at the beginning and end of an academic year. Using structural equation modeling, this analysis focuses on engineering students' self-reported opportunities to learn about sustainability-related issues, as well as their self-reported learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We document sociodemographic differences in students' sustainability learning outcomes, including statistically significant sex differences in leadership and activism behaviors among engineering students. Additionally, various opportunities to learn about sustainability appear to be related to different learning outcomes, with implications for faculty pedagogies and learning activities. Finally, the relationship between cocurricular participation in sustainability-related activities and cognitive and behavioral learning outcomes appears to be mediated by students' opportunities for learning about sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Engineering educators must carefully conceptualize the relationship between various opportunities to learn about sustainability and the specific learning outcomes those learning opportunities may foster. Moreover, opportunities to engage in sustainability-related actions outside of the classroom may enhance students' learning in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A duoethnographic exploration of what peer reviewing teaches us about peer review","authors":"James Holly Jr.,&nbsp;Annie Butler","doi":"10.1002/jee.70013","DOIUrl":"https://doi.org/10.1002/jee.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The peer review process plays a vital role in the advancement of engineering educational research because it is largely through this process that the field determines which knowledge claims are considered valid. Unfortunately, peer review processes may reinforce inequities when peer reviewers, as readers, are not reflective about the ways that their own experiences, as situated within power-laden and racialized sociohistorical contexts, shape how they evaluate manuscripts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to describe the ways in which the authors experienced the same phenomenon—evaluating manuscripts—differently due to our racialized positionalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We reflected on the peer review process while participating in the <i>Journal of Engineering Education</i>'s Mentored Review Program. The reviewers met over the course of 1 year to write responses to each other regarding our experiences and the tensions that arose during the process of peer reviewing manuscripts with race and oppression in mind.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three central ideas emerged from analysis of our reflective dialogue; namely, situating our “selves” within our review practice, reckoning with the roots of the strain between our personal and professional lives, and taking affirmative actions to enact racial equity in knowledge production.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This duoethnography calls for individual change among reviewers, as they seek to be more informed and introspective, as well as structural changes in standards that shape peer review culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological foundations for artificial intelligence-driven survey question generation","authors":"Ted K. Mburu,&nbsp;Kangxuan Rong,&nbsp;Campbell J. McColley,&nbsp;Alexandra Werth","doi":"10.1002/jee.70012","DOIUrl":"https://doi.org/10.1002/jee.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the use of large language models to create adaptive, contextually relevant survey questions, aiming to enhance data quality in educational research without limiting scalability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We provide step-by-step methods to develop a dynamic survey instrument, driven by artificial intelligence (AI), and introduce the Synthetic Question–Response Analysis (SQRA) framework, a methodology designed to help evaluate AI-generated questions before deployment with human participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We examine the questions generated by our survey instrument, as well as compare AI-to-AI, generated through our SQRA framework, with AI-to-human interactions. Activity theory provides a theoretical lens to examine the dynamic interactions between AI and participants, highlighting the mutual influence within the survey tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that AI-generated questions were contextually relevant and adaptable, successfully incorporating course-specific references. However, issues such as redundant phrasing, double-barreled questions, and jargon affected the clarity of the questions. Although the SQRA framework exhibited limitations in replicating human response variability, its iterative refinement process proved effective in improving question quality, reinforcing the utility of this approach for enhancing AI-driven surveys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While AI-driven question generation can enhance the scalability and personalization of open-ended survey prompts, more research is needed to establish best practices for high-quality educational research. The SQRA framework demonstrated practical utility for prompt refinement and initial validation of AI-generated survey content, but it is not capable of replicating human responses. We highlight the importance of iterative prompt engineering, ethical considerations, and the need for methodological advancements in the development of trustworthy AI-driven survey instruments for educational research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning-making capacity?","authors":"Rajashi Ghosh,&nbsp;Alene Montgomery","doi":"10.1002/jee.70008","DOIUrl":"https://doi.org/10.1002/jee.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mentoring is an important developmental relationship that can positively impact student growth, specifically, students' capacity to make sense of their own selves through addressing any possible incongruence between their social identities and emerging professional identity as engineers. This need is even more pronounced for students who have one or more identities that are minoritized in the field of engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Although prior literature has reported mentoring to have contributed to students' professional identity development as engineers, we lack an understanding of how multiple developers in students' developmental networks can offer complementary support. To address this gap, we sought to understand how diverse developers in students' networks enabled them to filter stereotypes that make their minoritized social identities incongruent with their evolving engineering identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>We used an idiographic case study methodology and paired interpretative phenomenological analysis (IPA) with intersectionality to analyze data from 10 undergraduate minoritized engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We offer three cases in this paper to illustrate minoritized students experiences at the intersections of their identities and how different developers offered three types of holding behaviors (e.g., empathic acknowledgment/confirmation, enabling perspective/contradiction, containment/continuity) that enabled the student mentees to grow their meaning-making capacity (from formulaic to foundational) so that they could align their social identities with their emerging professional identity as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We conclude the paper with a discussion of both research and practice implications about utilizing diverse developmental networks for growing students' meaning-making capacities needed for them to better comprehend their multiple identities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positionality statements in engineering education: A European perspective","authors":"K. Dunnett,&nbsp;M. S. Glessmer","doi":"10.1002/jee.70014","DOIUrl":"https://doi.org/10.1002/jee.70014","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment","authors":"Lori Czerwionka,&nbsp;Siddhant S. Joshi,&nbsp;Gabriel O. Rios-Rojas,&nbsp;Kirsten A. Davis","doi":"10.1002/jee.70004","DOIUrl":"https://doi.org/10.1002/jee.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering problems are open-ended and complex, involving technical and social aspects, yet engineering education focuses on technical training and closed-ended problems. To prepare engineering students, curricula should foster sociotechnical thinking—the ability to consider the interplay of technical and social factors during problem solving. Although educational interventions in this area show promise, further insight into the benefits of interdisciplinary interventions is warranted, particularly with treatment and control group designs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We examine the effect of a Humanities-Informed Engineering Projects (HIEP) course on students' sociotechnical thinking development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We compared the sociotechnical thinking development of engineering students who took the HIEP course with those who did not, assessing performance at the beginning and end of the semester using a scenario-based assessment. We collected data over 2 years from 70 students (38 treatment, 32 control). We used a triangulated approach to assess students' sociotechnical thinking through quantitative scoring, thematic analysis of problem-related considerations, and coding of students' explanations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the course began the semester with enhanced sociotechnical thinking skills and experienced more development over the semester than those not in the course. They experienced increased development in their consideration of People and the Broader Context when solving problems and greater growth in an integrated approach to sociotechnical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Humanities-informed engineering education leads to sociotechnical thinking development. We suggest curricular activities that may enhance sociotechnical thinking.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity","authors":"Ariana F. Turner,&nbsp;Hye Yeon Lee,&nbsp;Joseph M. Le Doux","doi":"10.1002/jee.70003","DOIUrl":"https://doi.org/10.1002/jee.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Recently, the idea of <i>story-driven learning</i> (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story-driven learning, changing in regard to both their self-reported (1) entrepreneurial mindset, self-concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self-report measures (i.e., self-concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self-concept clarity, autobiographical reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the class experienced an increase in <i>agency</i> and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in <i>autobiographical reasoning,</i> awareness of narrative identity, and maintained their increase in entrepreneurial mindset.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender and race/ethnicity differences in the predictors of course grade in a first-year engineering course and continued enrollment in engineering","authors":"Matthew Bahnson,&nbsp;Eric T. McChesney,&nbsp;Carlie Cooper,&nbsp;Gerard Dorvè-Lewis,&nbsp;Allison Godwin,&nbsp;Kevin Binning,&nbsp;Linda DeAngelo","doi":"10.1002/jee.70007","DOIUrl":"https://doi.org/10.1002/jee.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering requires new solutions to improve undergraduate performance outcomes, including course grades and continued enrollment in engineering pathways. Belonging and engineering role identity have long been associated with successful outcomes in engineering, including academic success, retention, and well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We measure the relationships between belonging and role identity at the beginning of a first-year engineering course with course grade and continued enrollment in engineering courses. We test the effect of an ecological belonging intervention on student belonging, course grade, and persistence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Students (<i>n</i> = 834) reported their sense of belonging in engineering, cross-racial experiences, engineering performance/competence, interest in engineering, and engineering recognition before and after an in-class intervention to improve classroom belonging ecology. Through a series of longitudinal multigroup path analyses, a form of structural equation modeling, we tested the predictive relationships of the measured constructs with engineering identity and investigated differences in these relationships by student gender and race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The proposed model predicts course grades and continued enrollment, providing insight into the potential for interventions to support first-year engineering students. Group analysis results demonstrate the difference in the function of these psychosocial measures for women and Black, Latino/a/x, and Indigenous (BLI) students, providing insights into the potential importance of sociocultural interventions within engineering classrooms to improve the engineering climate, engagement, and retention of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The results highlight the need for more specific, nuanced theoretical investigations of how marginalized students experience the engineering environment and develop social belonging and engineering role identity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities","authors":"Rachel Kajfez,&nbsp;Amy Kramer,&nbsp;Bailey Braaten,&nbsp;Emily Dringenberg","doi":"10.1002/jee.70005","DOIUrl":"https://doi.org/10.1002/jee.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students' identification with engineering is intertwined culturally with being smart. Broadly, engineering students are often considered to be smart by others and by themselves, and these beliefs about smartness—what it is and who has enough of it to be an engineer—are a fundamental and limiting aspect of students' experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to explore how undergraduate engineering students describe themselves as smart enough to be engineers. We aimed to develop rich descriptions of the complex ways they articulate their identities as smart before coming to college and during the first two years of their undergraduate degrees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We collected data through a series of interviews with 25 participants. We iteratively and collaboratively analyzed the data to determine the predominant ways the participants articulated their identities as smart enough to be engineers. We generated a qualitative data display to check for patterns related to pathways into engineering programs and privileged social identities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that engineering students have three different ways to articulate that they are smart enough to be engineers: (1) they have innate abilities, (2) they are hardworking and dedicated to learning, and (3) they have skills and experience related to engineering. Additionally, we provide qualitative evidence that the innate abilities articulation relates to privilege.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion/Conclusion</h3>\u0000 \u0000 <p>The study participants engaged in identity work that produced the three articulations. As engineering educators, we need to take responsibility for the ways in which our participation in the cultural practice of smartness reproduces inequity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global challenges, local responses: Exploring curriculum reform in South African engineering education","authors":"Karin Wolff,&nbsp;Teresa Hattingh,&nbsp;Lelanie Smith","doi":"10.1002/jee.70006","DOIUrl":"https://doi.org/10.1002/jee.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aim</h3>\u0000 \u0000 <p>There have been significant higher education curriculum reform initiatives over the past 30 years across different global regions in response to a range of drivers such as employability, global citizenship, and sustainability. In professions such as engineering, a key focus has been on holistic graduate attribute development for scarce skills needs in increasingly complex socio-technical sectors. This paper sets out to explore the drivers of engineering curriculum reform in higher education institutions (HEIs) in a Global South context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Drawing on semi-structured, recorded focus group interviews with 28 program coordinators and academics across 15 of the 16 HEIs offering engineering qualifications in South Africa, the research team set out to determine what kinds of curriculum reform initiatives were being undertaken, who was responsible for initiating, implementing, and supporting these initiatives, and what were perceived to be challenges and successes. The emergent drivers were framed in relation to curriculum responsiveness theory analyzed using an overarching “critical realist” framework with structure, culture, and agency dimensions that systemically influence how curriculum reform is constrained or enabled.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings reveal both internal and external drivers that align with economic, institutional, and pedagogical responsiveness. The dominance of some levers over others is influenced by the underlying structural and cultural dimensions that affect agency. While some institutions show agency in curriculum reform, the dominant structure–culture dynamic often constrains innovation and maintains the status quo.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The structure–culture–agency relationships that are presented highlight factors that constrain or enable curriculum reform, which has implications for practice and policy. To drive meaningful and sustainable reform, policymakers must develop frameworks that incentivize not only compliance with accreditation standards but also pedagogical innovation and social responsiveness, ensuring that curriculum transformation aligns with both economic demands and societal needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}