Rethinking Engineering Education

Dear Colleagues,

Engineering education is at a critical juncture, demanding fundamental transformation to address the complex challenges of our rapidly evolving technological landscape. Traditional educational models are increasingly inadequate and constrained by systemic barriers that limit diversity, creativity, and innovation. Current education models, conceived in the 1950s, predominantly serve a narrow demographic and fail to capture the full potential of talent from different backgrounds. The profession suffers from persistent racial and gender disparities, with underrepresented groups systematically excluded from technological innovation pathways.

The pace of technological change far outstrips our current educational approaches and we are attempting incremental improvements in a world that requires radical, systemic transformation. Engineers today must be equipped with technical skills and a profound understanding of the ethical, social, and sustainability implications of technological solutions.

This effort represents more than educational reform—it strategically reimagines how we develop human capacity to solve global challenges. By creating a more responsive, inclusive, and dynamic educational framework, we can truly prepare engineers for the complexities of the 21st century. The transformation of engineering education is not just an opportunity—it is an imperative for technological progress, social equity, and global problem-solving.

The future demands a new breed of engineers who are:

- Technically proficient;

- Ethically aware;

- Adaptable to rapid technological changes;

- Committed to inclusive innovation;

- Capable of addressing complex global challenges.

Key Reasons for Transformation:

1. Global Problem-Solving Capacity

By reimagining engineering education, we directly enhance our collective ability to tackle critical global issues like climate change, sustainable development, and technological equity. This is not just about individual skill development, but about expanding humanity's capacity to solve complex challenges.

2. Social Justice and Equity

Transforming engineering education is a powerful mechanism for social mobility. By dismantling historical barriers, we open pathways for diverse talent to contribute to technological innovation. This approach enriches the entire profession by incorporating varied perspectives and problem-solving approaches.

3. Adaptive Learning

The exponential pace of technological change demands an educational model that is itself dynamic and adaptive, in stark contrast to our current system that is mired in tradition and inflexible. A reimagined approach prepares engineers with the flexibility, ethical understanding, and systemic thinking required to navigate complex, evolving technological environments.

4. Holistic Professional Development

This transformation goes beyond technical competence. By truly integrating ethical considerations, sustainability thinking, and social impact awareness, we are cultivating a new generation of socially responsible innovators. Our current system often treats these factors as “add-ons.”

5. Addressing Systemic Limitations

The current system perpetuates significant limitations—from demographic exclusions to pedagogical rigidity. Intentional redesign creates a more inclusive, responsive approach to developing technological talent.

Research Priorities:

- Educational and learning theory;

- Sociological and demographic analysis;

- Technology and innovation studies;

- Systems thinking and organizational change;

- Diversity and inclusion research;

- Interdisciplinary engineering education.

Prof. Dr. Sheryl Sorby
Prof. Dr. Gary Bertoline
Guest Editors

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• active learning
• growth mindset
• engineering education
• diversity in engineering
• ethical engineering
• adaptive learning
• systems thinking
• pedagogy innovation
• learning theories
• curriculum design