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Open research questions in Engineering Education and Curriculum Development

82 unresolved questions extracted from the limitations and future-work sections of 3,220 Engineering Education and Curriculum Development papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Based on the findings of the study, the following recommendations are made: 1. Computer Engineering lecturers should adopt both Challenge-Based Learning and Place- Based Learning strategies in teaching Computer Architecture, as both approaches have been shown to significantly improve students’ academic achievement. 2. Curriculum planners and educational administrators should integrate learner-centred and context-based instructional approaches into Computer Engineering curricula to promote active learning, critical thinking, and practical application of Computer Architecture concepts. 3. Institutions should organise regular professional development programmes, workshops, and training sessions for lecturers to enhance their competence in implementing Challenge- pg. 253 Journal of Education, Communication, and Digital Humanities - Vol. 4, No. 2, 2026 Publ. link: https://aa.unij.co.uk/index.php/jecdh/issue/view/1 | Journal link: https://aa.unij.co.uk/index.php/jecdh/index Based Learning and Place-Based Learning effectively in technical and engineering education.

    Comparative Effects of Challenge-Based Learning and Place-Based Learning on Academic Performance in Computer Architecture among Computer Engineering Students · 2026 · DOI

  • The following suggestions are put out in light of the findings: • Curriculum Reform: National and provincial education authorities should create clear alignment frameworks that link secondary scientific learning goals with prerequisites for entry into vocational 126 Vol. 6 No. 2 (May, 2026) STEM Integration in Secondary Science and Technical and Vocational Education and Training Curricula training, as well as formally describe the STEM competencies already incorporated into TVET programs. • Pedagogical Strengthening: To achieve more balanced STEM integration across all four domains, the secondary science curriculum should include more engineering design and technological application components. • Rebranding TVET: To improve their perceived standing, draw in a diverse student body, and better link them with national and global STEM goals, TVET programs should be recast as “Applied STEM” pathways. • Teacher Development: Secondary science and TVET teachers should have access to structured professional development programs that emphasize interdisciplinary STEM pedagogy, project- based learning, competency-based assessment, and cross-sector curricular integration. • Industry Collaboration: To guarantee continuous alignment between TVET competencies and changing labor market demands, formal procedures for industry engagement in curriculum evaluation and revision should be established.

    STEM Integration in Secondary Science and Technical and Vocational Education and Training Curricula in Karachi: A Document Analysis · 2026 · DOI

  • Future studies should use classroom observation and interview-based approaches to examine how teachers and students perceive STEM integration in secondary and TVET settings. The long-term effects of curriculum change would be better demonstrated by longitudinal studies that follow the academic and career paths of students who follow aligned STEM-TVET programs. To further understand the contextual differences in STEM integration implementation, comparative studies across urban and rural settings as well as between Pakistani provinces would be beneficial.

    STEM Integration in Secondary Science and Technical and Vocational Education and Training Curricula in Karachi: A Document Analysis · 2026 · DOI

  • This study recommends that EGD should be a mandatory selection in the first-year study of pre-service teachers enrolled in technical stream. This will ensure that pre-service teachers grasp the much-needed foundational knowledge required to succeed in technical stream. The study further recommends that curriculum developers within the school / university administration to make EGD a mandatory selection in the technical stream. The findings of this study further paved the way for interventions such as EGD bridging courses that pre-service teachers who come from schools without EGD background can be admitted to such intervention programs. This will assist pre-service teachers to gather the much-needed information to succeed in technical stream. This was influenced by many factors such as the common view that EGD is very challenging and some pre-service teachers come from schools without EGD background which makes it difficult for them to do EGD.

    The centrality of engineering graphics and design in studying technical subjects: A case of a university of technology in Kwazulu-Natal · 2026 · DOI

  • Future Pathways for Methodological Innovation Future research could explore the application of Q methodology in longitudinal studies to track shifts in subjective views over time, particularly in -26- Journal of Technology Education Vol.

    Using Q Methodology to Investigate Subjective Views and Beliefs in Design, Technology and/or Engineering Education Research · 2026 · DOI

  • While the current study provided an in-depth analysis of the DYTW program through the perspectives of multiple stakeholders, including the leadership team, program designers, and various documents such as lesson plans and observations, several aspects warrant further investigation.

    Techno-philosophical and techno-pedagogical implications of a nonformal technology and design education model to empower youth: T3 foundation’s DENEYAP technology workshops program · 2026 · DOI

  • Future research should focus on regular empirical studies to study and enrich the pedagogical impacts of emerging technologies such as academically integrable, advanced, digital, and to validate artifi cial the eff ectiveness of these integrated models in various military contexts.

    INTEGRATED DIDACTIC DESIGN MODEL FOR ENGINEER OFFICERS' TRAINING: INSIGHTS FROM INTERNATIONAL EXPERIENCE · 2026 · DOI

  • Polytechnic management should establish structured staff exchange programmes by facilitating regular industrial attachments for lecturers and inviting industry professionals for technical teaching and workshops. 2. Industries should actively participate in curriculum development by providing input on current skills, technologies, and workplace requirements to ensure curriculum relevance. ©2026 Vunoklang Multidisciplinary Journal of Science and Technology Education (VMJSTE) Vunoklang Multidisciplinary Journal of Science and Technology Education, Volume 14 Issue 2, 2026 212 REFERENCES Aderemi, T. A. (2020). Strategies for effective funding of technical and vocational education and training programmes for sustainable national development in Nigeria. Journal of Technical Education and Training, 12(2), 45–56. Afeti, G. (2019). Revitalising technical and vocational education and training in Africa. African Development Bank. African Development Bank (AfDB). (2019). African economic outlook: Developing Africa’s workforce for the future. AfDB. Asukwo, A. E., Bello, H., Deba, A. A., & Mshelia, A. M. (2025). University-Industry Partnership Modes of Human Resource Sharing for Electrical/Electronics Technology Education Programme in Northern Nigeria.

    <b>POLYTECHNIC–INDUSTRY PARTNERSHIP FOR SUSTAINABLE ELECTRICAL ENGINEERING PROGRAMMES IN NORTH-EAST NIGERIA</b> · 2026 · DOI

  • This case study documents a 15-week capstone deployment in which 26 students, organized into macro- and microteams for system architecture, steering, powertrain, and chassis, used lean practices and data-driven tools to produce a competition-ready prototype on time and within budget. Daily 10-min stand-up meetings, tri-weekly design reviews, and weekly retrospectives live backlog, ensured transparency and quick feedback. A evolving BoM, individual e-logbooks, and a 1-week-horizon Kanban-Gantt kept the focus on scope, cost, and risk. Progress was strictly controlled. Students could not move on to the next sprint if they failed to produce the three required deliverables. Early hard-point freezes, weekly budget checks, and a conditional release of a 10% contingency kept total deviation under 5%. In the reported Shell Eco-marathon context, the findings suggest that a layered approach using CDIO, design thinking, project-based learning, and the engineering design process can support a compressed concept-to-prototype pathway within a single semester.

    Design for manufacturing in the engineering education 5.0 era: an agile framework for project-based vehicle prototyping · 2026 · DOI

  • Comparisons with the lesson plans and the further study of the conceptions through their distributions showed a limited attention for the broader local and social context, identifying and improving design solutions, engaging in reflection on STEM knowledge and skills, content integration with technology and mathematics knowledge and skills as opposed to assigning supportive roles, exposure to STEM careers and non‐STEM disciplines, and ways to foster a wide array of complex 21st century skills.

    Integrated <scp>STEM</scp> conceptualizations among teachers following a professional development program · 2025 · DOI

  • Challenge-based learning (CBL) has gained traction as an active and innovative approach in engineering education, introducing real challenges and open questions to the classroom regarding environmental sustainability and issues faced by Industry 4.

    Challenge-Based Learning for Competency Development in Engineering Education, a Prisma-Based Systematic Literature Review · 2024 · DOI

  • Overall, we found a lack of experimental research, subsequently a lack of evidence-based teaching practice, in the domain of pedagogy for developing CS leading to the assumption of still prevalent conventional lecture method of teaching in the CS classroom which is further held responsible for poor CS among engineering graduates.

    A Systematic Review of Research on Pedagogical Practices for Communication Skills in Engineering Education · 2023 · DOI

  • The assessment of student perceptions of difficulty of decision making, however, yielded interesting preliminary results that should be replicated to make any conclusions more robust: Students began the course with a perception that national security decision making is highly complicated and difficult.

    Simulating the US National Security Interagency Process: Solid Foundations and a Method of Assessment · 2022 · DOI

  • Assuming that students’ perceptions on the quality of education, which may differ from prevailing perceptions of the others, are important and they need to be paid attention to in research and policy making, the attempt in this study is to examine this aspect and fill the gap in research to some extent.

    Students’ perspectives on quality of engineering education in India · 2021 · DOI

  • Drawing on mixed data including documentary evidence, semi structured interviews and observations, the study begins to shed light on the approaches underpinning the development of a multidisciplinary built environment MEng course at UCL that integrates architecture, building services and civil engineering.

    Transcending disciplines in architecture, structural and building services engineering: a new multidisciplinary educational approach · 2021 · DOI

  • Integrated multi-layer platforms (e.g., FPGA-based projects combining hardware and software) are pedagogically rich but make it difficult to isolate the contribution of individual representational formalisms to learning outcomes. [7] and [9] employ project-based and e-learning approaches respectively, but neither disentangles the effect of specific representational choice from platform complexity or project context.

    Project-Based Learning to Enhance Teaching Embedded Systems · 2016 · DOI

  • AbstractThe engineering profession continues to struggle to attract new talent, in part because it is not well understood by general public and often viewed in a negative light.

    Experience Engineering: An Engineering Course for Non-Majors · 2012

  • We conclude by discussing implications and recommendations for those interested in planning, funding or attending similar events in the future, such as the need to explore a wider range of strategies for developing and sustaining international collaborations, including but not limited to the traditional workshop format.

    Fostering International Engineering Education Research Collaborations: On the Need to Think Beyond the Workshop Format · 2011 · DOI

  • The lack of standards and an epistemic foundation and tradition in K-12 engineering results in significant gaps in experience and knowledge to inform implementation, which is proceeding in schools despite these glaring obstacles, driven by legislative mandate, STEM funding initiatives, workforce demand, and other compelling forces.

    Problems Associated with a Lack of Cohesive Policy in K-12 Pre-college Engineering · 2011 · DOI

  • Unfortunately, two skill areas are not clearly defined or assessed by ASE: Basic Vehicle Interval Maintenance Skills and Basic Vehicle Repair Skills, which combine to form the Automotive Service Technology Foundational Skills (ASTFS).

    Criterion Referenced Assessment: Delineating Curricular Related Performance Skills Necessary for the Development of a Table of Test Specifications · 2009 · DOI

  • In the past, very limited information was released by the National Council of Examiners for Engineers and Surveyors (NCEES) for the eight hour FE examination, which is composed of 150–200 questions in ten morning and five afternoon topics.

    An Analysis of the Value of the FE Examination for the Assessment of Student Learning in Engineering and Science Topics · 1998 · DOI

  • It must be remembered that the diversity factor comes into play, and this factor varies widely for the different machine forms; it is one thing to say there are 4,0oo lathe hours available, it is another matter to realise that the lathe Downloaded by [Washburn University] at 12:19 18 October 2014 j .

    The organisation of a Technical College Engineering workshop · 1952 · DOI

  • H. Dill intended to throw lig and future continuous planning. 2. It should be a flexible framework and general source of reference to serve as a basis for specific planning details. Some elements in the plan would naturally involve more detailed study and than others. 3. I n scope of coverage, the plan would be metropolitan. Boundaries of the area considered, however, would vary. Differing geographic limits would be involved in consider- ing wholesale and retail trade areas, air and railway terminal servicc areas, various kinds of recreation areas, school districts, sewer and water serv- ice areas. Boundaries of existing polit- ical subdivisions should be recognized only so far, as they coincide with log- ical units for planning.

    The Content of Professional Curricula In Planning · 1948 · DOI

  • Direct generalizability to other regional curricula in Pakistan is further limited by the national secondary curriculum’s geographic exclusivity to Karachi.

    STEM Integration in Secondary Science and Technical and Vocational Education and Training Curricula in Karachi: A Document Analysis · 2026 · DOI

  • These insights underscore that access to technology alone is insufficient; trainer competencies, pedagogical design, and assessment literacy are equally critical.

    Techno-philosophical and techno-pedagogical implications of a nonformal technology and design education model to empower youth: T3 foundation’s DENEYAP technology workshops program · 2026 · DOI

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82 open questions have been extracted from the limitations and future-work passages of 3,220 Engineering Education and Curriculum Development papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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