{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2025.3571241","DOIUrl":"https://doi.org/10.1109/TE.2025.3571241","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11024062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213664","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":"Fostering Engineering Troubleshooting Proficiency: A Real-World Scenario-Based Electrical Training Hardware Using Embedded System","authors":"Rona Riantini;Mochamad Hariadi;Supeno Mardi Susiki Nugroho;Diah Puspito Wulandari;Wahyu Suci Rohqani","doi":"10.1109/TE.2025.3559953","DOIUrl":"https://doi.org/10.1109/TE.2025.3559953","url":null,"abstract":"Contribution: This article proposes the systematic integration of embedded systems into training hardware to bridge the gap in structured troubleshooting education. Traditional methods often rely on manual explanations, virtual simulations, or on-the-job training, which lack structured learning experiences. The proof-of-work module, developed based on the proposed framework, effectively simulates challenging scenarios, providing real-life troubleshooting experiences that significantly increase motivation for further learning. Background: Troubleshooting competence is typically acquired through experiential engagement and unforeseen challenges, rarely structured as a deliberate educational endeavor. Simulating real problematic conditions also poses challenges due to their complexity or potential dangers. Intended Outcome: A framework that facilitates the representation of real-life troubleshooting situations using hardware prototypes with multiple scenarios. A proven implementation, a ship’s electrical earth fault troubleshooting training hardware, exemplifies the utilization of embedded systems using the proposed framework. Application Design: Experiential Learning is commonly used to develop troubleshooting proficiency. Providing deliberate multiple scenarios through training hardware will give much more experience than unforeseen challenges in job training. Findings: The findings demonstrated statistically significant benefits of the new hardware with the embedded system in increasing user interest for further learning and product presentation, with a 95% confidence interval and significant differences adjusted p-values = 0.049. It provides evidence of embedded systems’ effectiveness and suggests their potential applications in engineering education, particularly in the electrical engineering field.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"303-311"},"PeriodicalIF":2.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213535","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":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2025.3554092","DOIUrl":"https://doi.org/10.1109/TE.2025.3554092","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10971237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856177","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":"Rethinking Gender Inclusion in Course Curricula: Opening Pandora’s Box in STEM Education","authors":"Mariza Tsakalerou;Asma Perveen;Alibek Ayapbergenov;Dinara Dikhanbayeva;Yevgeniy Lukhmanov","doi":"10.1109/TE.2025.3558122","DOIUrl":"https://doi.org/10.1109/TE.2025.3558122","url":null,"abstract":"Contribution: This research examines undergraduate students’ perceptions in engineering disciplines toward gender inclusivity in course curricula, focusing on three essential pillars of curricular design: course content, teaching methodology, and course assessment.Background: The shortage of women representation in STEM fields, particularly in engineering, poses a developmental challenge for economies, especially in developing countries transitioning to the knowledge economy. While multiple factors likely influence women’s participation in engineering, this study focuses specifically on how men-centric engineering curricula affect differently male and female students’ satisfaction and perceptions of their educational experience.Research Questions:1) How do perceptions of gender inclusivity in engineering curricula differ between women and men students across the three pillars of course content, teaching methodology, and assessment processes?2) How do students’ perceptions of gender inclusivity in engineering curricula change as they progress through their studies, and do these changes differ between genders?Methodology: The study focuses on Kazakhstan, a country with industrial development and gender diversity issues in engineering despite overall gender parity in its scientific workforce. It utilizes a quantitative approach, incorporating a curriculum-focused survey and inferential statistical tests.Findings: The findings reveal gender differences in perceptions of the three curriculum pillars. As students progress through their studies, women’s satisfaction with the curricula significantly deteriorates over time, while men’s satisfaction remains relatively stable. While these findings suggest curricular factors may influence women’s experiences in engineering education, further research is needed to understand the interplay between curricular aspects and other influences, such as societal factors and institutional environments.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"293-302"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213663","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":"2024 IEEE Education Society Awards","authors":"","doi":"10.1109/TE.2025.3553928","DOIUrl":"https://doi.org/10.1109/TE.2025.3553928","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"268-271"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10970787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856277","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}
Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara
{"title":"Promoting Rural Entrepreneurship Through Technology: A Case Study Using Productivity Enhancing Technology Experience Kits (PETE-Kits)","authors":"Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara","doi":"10.1109/TE.2025.3557023","DOIUrl":"https://doi.org/10.1109/TE.2025.3557023","url":null,"abstract":"Contribution: Case study of a rural-focused educational program with two components: 1) introducing high school students and teachers to smart and connected technologies (SCTs) that can be used to solve local problems and 2) engaging the local community in supporting local technology-driven entrepreneurship. Background: Rural communities typically lag behind in terms of participation in the digital economy, and use of technology in general. Yet they often have the most to gain, due to high rates of self-employment and fewer private-sector job opportunities. Research Questions: Can a broadly scoped rural technology education program lead to improvements in 1) student and teacher SCT awareness; 2) SCT skills; and 3) aspirations for future SCT use directed toward entrepreneurship and overall community wellbeing? Methodology: A multidisciplinary team used a mixed-methods approach to engage a rural high school robotics team as well as the local community. Over the course of one year, students took part in hands-on-training with SCTs (“PETE-Kits” and associated curriculum) and brainstormed entrepreneurial projects via ideation events. Community members were involved at the beginning and end of the project, including judging a “shark-tank” style event where student business ideas using SCT were presented. Findings: Results from student pre/post activity assessments suggest that the program was effective at increasing comfort with technology and combining technical skills with entrepreneurial opportunities. Post surveys from community members, including teachers, demonstrated clear support for the program and an appreciation of how SCTs/digital skills could benefit the local economy and wellbeing.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"281-292"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10966454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213665","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}
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