Search Results (500)

Sociotechnical systems (STSs) are generally assumed to be systems that incorporate humans and technology, strongly depending on a sustainable equilibrium between the following nondeterministic social context ingredients: social structures, roles, and rights, as well as the designers’ Holy Grail, the deterministic nature of the underlying technical system. The fact that the relevant social concepts are more mature than the supporting technologies qualifies the digital transformation of sociotechnical systems as a reengineering rather than an engineering endeavor. Preserving the social mission throughout the digital transformation process in varying social contexts is mandatory, making the digital twins (DT) methodology application a contemporary research hotspot. In this research, we combined continuous transformation STS theory principles, an observer-based system-of-sociotechnical-systems (SoSTS) architecture model, and digital twinning methods to address common STS context representation challenges. Additionally, based on model-driven systems engineering methodology and meta-object-facility principles, the research specifies the universal meta-concepts and meta-modeling templates, supporting the creation of arbitrary sociotechnical systems’ external context digital twins. Due to the inherent diversity, significantly influenced by geopolitical, economic, and cultural influencers, a higher education external context specialization illustrates the reusability potentials of the proposed universal meta-concepts. Substituting higher-education-related meta-concepts and meta-models with arbitrary domain-dependent specializations further fosters the proposed universal meta-concepts’ reusability. Full article

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article

This paper presents a novel, multi-stage modelling approach for integrating Generative AI (GenAI) tools into design-based STEM education, promoting sustainability and 21st-century problem-solving skills. The proposed methodology includes (i) a conceptual model that defines structural aspects of the domain at a high abstraction level; (ii) a contextual model for defining the internal context; (iii) a GenAI-based model for solving the STEM task, which consists of a generic model for integrating GenAI tools into STEM-driven education and a process model, presenting learning/design processes using those tools. A case study involving the design of an autonomous folkrace robot illustrates the implementation of the approach. Based on Likert-scale evaluations, quantitative results demonstrate a significant impact of GenAI tools in enhancing critical thinking, conceptual understanding, creativity, and engineering practices, particularly during the prototyping and testing phases. This paper concludes that the structured integration of GenAI tools supports personalized, inquiry-based, and sustainable STEM education, while also raising new challenges in prompt engineering and ethical use. This approach provides educators with a systematic pathway for leveraging AI to develop STEM-based skills essential for future sustainable development. Full article

Sustainability has emerged as a prominent concern globally, extending its influence into various domains, including education. It is recognized as of utmost importance to address global environmental challenges. However, there is a critical gap in the perception of innovative teaching strategies, i.e., interdisciplinary collaboration, experiential learning, and targeted approaches, to improve sustainability literacy and its applications. This review analyzes existing environmental and sustainability education frameworks and approaches to determine desired learning outcomes and challenges associated with sustainability education. Also, it explores and identifies concepts, theories, and assumptions found within the literature review, promoting sustainability integration within engineering education. The review was conducted to facilitate the development and improvement of sustainability education within the Architectural Engineering discipline, a field known for emphasizing educational innovation and technical excellence. By synthesizing existing ideas related to sustainability and sustainable development, this work aims to guide curriculum designers and educators in fostering sustainability competencies among engineering students within the built environment. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

Strategic logistics planning is used by management to define action plans that will enable organizations to always make decisions that are in the organization’s best interests. They are based on a knowledge repository of business experiences, which is usually represented by a centralized, organized, and searchable digital system where organizations store and manage critical institutional knowledge. Thus, an institutional knowledge base provides sustainability, making the experiences readily available while keeping them well organized. In this research, the experiences of logistics experts from selected scholarly designs for six-sigma business improvement projects have been collected, classified, and organized to form a logistics knowledge management system. Although originally meant to facilitate current and future decisions in strategic logistics planning of the cooperating companies, it is also used in logistics education to introduce knowledge-based engineering principles to enterprise strategic planning, based on continuous improvement of quality-related product or process performance indicators. The main goal of this article is to highlight the benefits of knowledge-based engineering over the established ontological logistics knowledge base in smart production, based on the predisposition that ontological institutional knowledge base management is more efficient, adaptable, and sustainable. Full article

Robotics has emerged as a transformative discipline at the intersection of the engineering, computer science, and cognitive sciences. This state-of-the-art review explores the current trends, methodologies, and challenges in both robotics research and education. This paper presents a comprehensive review of the evolution of robotics, tracing its development from early automation to intelligent, autonomous systems. Key enabling technologies, such as Artificial Intelligence (AI), soft robotics, the Internet of Things (IoT), and swarm intelligence, are examined along with real-world applications in healthcare, manufacturing, agriculture, and sustainable smart cities. A central focus is placed on robotics education, where hands-on, interdisciplinary learning is reshaping curricula from K–12 to postgraduate levels. This paper analyzes instructional models including project-based learning, laboratory work, capstone design courses, and robotics competitions, highlighting their effectiveness in developing both technical and creative competencies. Widely adopted platforms such as the Robot Operating System (ROS) are briefly discussed in the context of their educational value and real-world alignment. Through case studies, institutional insights, and synthesis of academic and industry practices, this review underscores the vital role of robotics education in fostering innovation, systems thinking, and workforce readiness. The paper concludes by identifying the key challenges and future directions to guide researchers, educators, industry stakeholders, and policymakers in advancing robotics as both technological and educational frontiers. Full article

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Digital transformation has profoundly impacted engineering education, demanding new pedagogical approaches that ensure effective and sustainable learning. Educational psychology plays a fundamental role in strategically integrating educational technologies, fostering more inclusive, interactive, and efficient learning environments. This article explores the intersection of technological innovation, engineering education, and educational psychology, analyzing how digital tools such as Artificial Intelligence, virtual reality, gamification, and remote laboratories can optimize the teaching–learning process. It also examines the psychopedagogical impact of these technologies, addressing challenges like cognitive load, student motivation, digital accessibility, and emotional well-being. Finally, the article presents guidelines for sustainable implementation aligned with the Sustainable Development Goals (SDGs), promoting efficient, equitable, and student-centered education. As a theoretical and exploratory study, it also points to directions for future empirical investigations and practical applications. The insights provided offer strategic guidance for academic managers and educational policymakers seeking to implement sustainable, inclusive, and pedagogically effective digital innovation in engineering education. Full article

Sustainable development has emerged as a critical priority for the global community, influencing all aspects of development worldwide. Within this context, the role of education and training in advancing sustainable development can contribute to this. This research aims to explore whether the integration of Information and Communication Technology educational tools into the curricula of engineering technicians helps trainees better understand the concepts of climate change and resource management, which are directly linked to the green transition and the green economy, compared to traditional educational methods. The study was conducted with trainees from Higher Vocational Training Schools (SAEKs) in the wider Athens area, Greece. According to the results, using educational technology to teach engineering courses aids students in developing the competencies needed to change production processes and business models in the direction of a greener future. This is especially crucial as future technicians will be able to use cutting-edge methods to lower emissions and boost resource use efficiency. The findings of the study could provide important information for all those involved in the design of educational curricula of engineering technicians. Concerns and thoughts on the effective use of educational technology in the educational process are also expressed. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

Bicycle use has been increasing in many countries for active, sustainable transportation and recreation. Bicycling can benefit an individual’s mental and physical health and contribute to a community’s well-being and desirability, and it is more environmentally sustainable than automobiles. Nonprofit organizations lead bicycle advocacy efforts in the USA, both for bicycling as recreation and as part of local transportation systems. Outride is one of the larger advocacy organizations, and it sponsors a unique grant system targeting grassroots bicycling organizations dedicated to increasing bicycling. Using the Bicycle Community Development Framework (BCDF) as a lens, this study aims to evaluate Outride’s efforts through an interpretative phenomenological approach (IPA) using semi-structured interviews to gather data regarding grant recipients’ experiences using Outride funds. Findings suggest fund recipients are increasing bicycling through programs and infrastructure development, but with more intentionality, could better support building bicycle communities. Regarding the BCDF, the recipients strongly promoted education, engineering, and equity & accessibility while fostering a sense of community, belonging, and empowerment in their participants. Full article

Efficient logistics and transport infrastructure are critical in contemporary urban and interurban scenarios due to their impact on economic development, environmental sustainability, and quality of life. This study explores the use of the Ant Colony Optimization (ACO) metaheuristic applied to the Vehicle Routing Problem (VRP) and the strategic positioning of service stations along major highways. Through a systematic mapping of the literature and practical application to a real-world scenario—specifically, a case study on the Bandeirantes Highway (SP348), connecting Limeira to São Paulo, Brazil—the effectiveness of ACO is demonstrated in addressing complex logistical challenges, including capacity constraints, route optimization, and resource allocation. The proposed method integrates graph theory principles, entropy concepts from information theory, and economic analyses into a unified computational model implemented using Python (version 3.12), showcasing its accessibility for educational and practical business contexts. The results highlight significant improvements in operational efficiency, cost reductions, and optimized service station placement, emphasizing the algorithm’s robustness and versatility. Ultimately, this research provides valuable insights for policymakers, engineers, and logistics managers seeking sustainable and cost-effective solutions in transport infrastructure planning and management. Full article