TY - JOUR
T1 - Emerging learning environments in engineering education
AU - Hadgraft, Roger G.
AU - Kolmos, Anette
PY - 2020
Y1 - 2020
N2 - Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy.
AB - Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy.
KW - Complexity
KW - curriculum design
KW - employability
KW - industry 4.0
KW - project-based learning
KW - sustainability
UR - http://www.scopus.com/inward/record.url?scp=85077977720&partnerID=8YFLogxK
U2 - 10.1080/22054952.2020.1713522
DO - 10.1080/22054952.2020.1713522
M3 - Journal article
SN - 2205-4952
VL - 25
SP - 3
EP - 16
JO - Australasian Journal of Engineering Education
JF - Australasian Journal of Engineering Education
IS - 1
ER -