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Open research questions in Engineering Education and Curriculum Development

265 unresolved questions extracted from the limitations and future-work sections of 3,321 Engineering Education and Curriculum Development papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Abstract It is widely accepted that student learning is significantly affected by assessment methods, but a concrete relationship has not been established in the context of multidisciplinary engineering education.

    Exploring the connection between deep learning and learning assessments: a cross-disciplinary engineering education perspective · 2024 · DOI

  • Policies that do not take into account the new technological advances, especially in the area of telecourses, need to be examined and modified if necessary.

    Telecommunications: Engineering education through telecommunications: Policy recommendations for the states · 1987 · DOI

  • There is a huge gap between faculty awareness and practical experience with SCADA. The study identifies a need for faculty development programs to address the exposure gap.

    Integrating SCADA in Future-Proof Engineering Education: A Conceptual Evaluation Anchored on CHED's Achieve Agenda · 2026 · DOI

  • The literature lacks a comprehensive framework for integrating manufacturability constraints, configuration control, cost tracking, and sprint-gated reviews within a 15-week delivery window. The paper identifies a gap in the operational structure of capstone delivery, which varies widely in published research.

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

  • The traditional teaching method of Introduction to Civil Engineering has limitations such as fragmented content and lack of depth in ideological-political integration. There is a need for a more effective teaching system that can cultivate interdisciplinary high-quality engineering talents.

    Research on Teaching Innovation of "Introduction to Civil Engineering" in the New Era · 2026 · DOI

  • The traditional teaching methods suffer from issues such as unclear goal orientation and disconnection between theory and industry practice. The industry-education integration mechanism is not robust enough.

    Reform Practice of Curriculum Integration of Industry and Education Based on OBE Concept: Taking Quantity Surveying and Pricing of Construction Engineering as an Example · 2026 · DOI

  • The sustainability of Electrical Engineering Diploma programmes remains a major concern, especially in regions where industrial growth and institutional support are uneven. There is a need to investigate the role of polytechnic-industry partnership in sustaining Electrical Engineering programmes in North-East Nigeria.

    POLYTECHNIC–INDUSTRY PARTNERSHIP FOR SUSTAINABLE ELECTRICAL ENGINEERING PROGRAMMES IN NORTH-EAST NIGERIA · 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.

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

  • Rigid instructional structures in civil engineering classrooms. Limited attention to students' lived experiences and identities. The need to move beyond deficit-based models of student learning.

    WIP: Humanizing Undergraduate Civil Engineering Learning Environment for an Inclusive and Engaging Pedagogy · 2026 · DOI

  • The lack of attention to students' lived experiences and identities in civil engineering education. The need for pedagogies that recognize students' strengths and humanity.

    WIP: Humanizing Undergraduate Civil Engineering Learning Environment for an Inclusive and Engaging Pedagogy · 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

  • The program’s collaboration with official and unofficial institutions may be limited. Continuous trainer professional development is necessary. Infrastructure and material provision are essential. The program lacks quality assurance in assessment practices.

    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

  • 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 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

  • Future research should focus on developing a systematic strategy for implementing BEE in education. It should explore the potential of BEE in promoting children's spatial literacy and critical thinking. The paper suggests that future research should investigate the impact of BEE on the development of '21st-century skills' in children.

    Built Environment Education at School: An Interdisciplinary Opportunity for Architects and Educators · 2026 · DOI

  • The paper identifies a lack of systematic strategy and low connection to pedagogical practice in BEE. It highlights the need for a long-term concept that connects architectural and pedagogical spheres. The research gap is characterized by the absence of pregradual preparation of teachers in the area of BEE.

    Built Environment Education at School: An Interdisciplinary Opportunity for Architects and Educators · 2026 · DOI

  • The gap between engineering programmes and jobs is widening. The current teaching/learning systems do not equip students with the new skills needed for IR 4.0.

    Design, implementation and assessment of complex engineering problems for the undergraduate engineering programme · 2026 · DOI

  • Rapid technological advancements - Globalization and volatile market demands - The need to align OM curricula with industry needs

    Educational technologies and pedagogical innovations in operations management education: A systematic review · 2026 · DOI

  • Further research on the impact of educational technologies on OM education - Investigation of the effectiveness of different pedagogical approaches in OM education

    Educational technologies and pedagogical innovations in operations management education: A systematic review · 2026 · DOI

  • There is a paucity of studies on the importance of EGD in its curriculum. The study aims to address this gap by investigating the centrality of EGD in studying technical subjects.

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

  • The study had a small sample size of 28 pupils. The research was limited to a single secondary school in South Wales. The paper acknowledges the intrinsic power dynamic between the teacher-researcher and the pupils.

    Adapting a Design and Technology project to reflect the changing requirements of working within the Science and Technology AoLE: A case study. · 2026 · DOI

  • The paper suggests that future research should investigate the effectiveness of interdisciplinary projects in other subjects. The study recommends that further research should explore the impact of artificial intelligence on Design and Technology education.

    Adapting a Design and Technology project to reflect the changing requirements of working within the Science and Technology AoLE: A case study. · 2026 · DOI

  • The conflict between rapid technology iteration and slow teaching updates. The imbalance between deep interdisciplinary integration and surface-level knowledge delivery. The lack of interactive models and outdated case studies in the current teaching methodology.

    Empowering University Curriculum System Development with China’s New Quality Productive Forces: A Case Study of Power Electronics Technology Course · 2026 · DOI

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265 open questions have been extracted from the limitations and future-work passages of 3,321 Engineering Education and Curriculum Development papers in our 4.5M-paper local 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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