Rethinking power engineering education for Generation Z

Abstract

On the basis of STEM, STEAM, and STREAMS, this paper presents a holistic multidisciplinary improved method for power engineering education of Generation Z students. The proposed STREAMS strategy is based on using the latest developments of technology for a mixed on-the-move and in-house university educational approach. A case study on STREAMS is used within power engineering education. To validate STREAMS, a pilot application and a survey are used. While 66% of the students in power engineering chose to attend on-the-move visits to complete classical teaching, the participation in field visits showed an improvement of the grades by about 20%, the increase of the number of students with comparative cognitive level, and a significant decrease of the fail percentage from 84.2% to 15.8%. The results show that the use of STREAMS in power engineering education allows a better understanding of both theoretical and practical issues, improves the overall attitude on studying the field, and develops critical thinking, thus leveraging the entering into the workforce. The authors consider that on-the-move STREAMS also proves to be a valuable improved teaching method, even under coronavirus disease 2019 pandemic restrictions.

Engineering Trainee-Teachers’ Attitudes Toward Technology Use in Pedagogical Practices: Extending Computer Attitude Scale (CAS)

“…Engineering Education 4.0 involves the implementation of current and emerging technologies combined with innovative pedagogical approaches inspired by the fourth industrial revolution (IR4.0) for flawlessness, satisfaction, time-saving, skill development, and efficiency enhancement in engineering education (Gupta, 2020). While acknowledging the fact that the students of today’s engineering education are born in the digital age, and are normally referred to as generation Z (Opri & Ionescu, 2020), which makes them capable of withstanding technological challenges posed by the evolving fourth industrial revolution (IR 4.0), there are various factors outside the control of the students, such as digital divide issues related to access to technology and more importantly conservative pedagogical approaches adopted by instructors (Gonçalves & Capucha, 2020; Salem & Mohammadzadeh, 2018), the latter of which has become a major concern in technology integration studies (Arkorful et al, 2021; Pamuk, 2022; Papadakis, 2018; Raman et al, 2015; Sánchez-Prieto et al, 2019; Shah et al, 2020; Shodipe & Ohanu, 2021; Wijnen et al, 2021; M. Xu et al, 2021; S.…”

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“…As a mechanical designer should have excellent and skilled technical skills. As one of the basic professional courses, power mechanical engineering and automation technology is an indispensable component subject in modern industrial production [9][10].…”