Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

Curiel-Ramirez, Luis A.; Bautista-Montesano, Rolando; Galluzzi, Renato; Izquierdo-Reyes, Javier; Ramírez-Mendoza, Ricardo A.; Bustamante-Bello, Rogelio

doi:10.3390/educsci12050316

Cited by 9 publications

(4 citation statements)

References 57 publications

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“…Virtual and physical model labs with a balanced curriculum that includes technical, business, and social courses are already available (Curiel-Ramirez et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Electromobility in Poland Compared to the European Union – Results of Preliminary Analysis

Bełch,

Szczygieł,

Hajduk-Stelmachowicz

2024

Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu

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The article analyses the trends in the growth of electric vehicles (EVs) in Poland compared to the EU. Verification of the assumed objective required the application of research methods such as analysis of domestic and foreign literature, analysis of statistical data, and statistical inference. This article commences a series of publications on sustainable transport management and electromobility in Poland and selected European countries. The number of electric vehicles (BEV and PHEV) is still increasing in Europe, including Poland. In 2010, there were 591 registered EVs only which was only 0.005% of the whole number of cars registered in Europe. For the first time, the share of EVs exceeded 1% in 2015 (130,900 electric vehicles), and in 2020 more than 10% of EVs were in Europe (in 2021, 17.8%). The largest share of EVs in the total number of cars was recorded in 2021 in Norway (86%), in Iceland (64%), and in Sweden (46%). At the same time, the countries with the highest number of EVs include Germany (more than 2.5 million), France (1.7 m.), and Italy (1.4 m.).

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“…Virtual and physical model labs with a balanced curriculum that includes technical, business, and social courses are already available (Curiel-Ramirez et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Electromobility in Poland Compared to the European Union – Results of Preliminary Analysis

Bełch,

Szczygieł,

Hajduk-Stelmachowicz

2024

Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu

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“…In the conclusion is highlighted the importance of the interaction between students and industrial agents to create new ways for collaborative projects. In the same way, Curiel-Ramirez et al [17] propose a new curriculum for automotive engineering education. Through the analysis of the topics regarding advanced driver-assistance systems (ADAS), product design, and chassis, among others, in several universities around the world, the researchers identified the key factors for the new curricula.…”

Section: Educational Workmentioning

confidence: 99%

Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

Ariza

Olatunde-Aiyedun

2023

Sustainability

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In recent years, there has been a growing interest in education for sustainable development (ESD). Although several national and international agencies, e.g., the UN or UNESCO, have promoted its deployment in higher education institutions, educators are still facing problems with how to articulate this type of education within the curriculum, allowing students to develop their technical and labor competencies, and soft skills as well. In this way, this study describes a methodology with Project-Based Learning in renewable and sustainable energies through the development of an electrical vehicle (EV) known as EOLO. This initiative arose from an industry-academia collaboration to develop the first Colombian EV with the support of solar and wind energy sources. Twelve engineering students participated in the development of the vehicle through a set of capstone projects over a year and a half with the support of two tutors (professors) and two engineers (technical staff) of the project. Additionally, two versions of EOLO with vertical and horizontal axis wind turbines were made with the cooperation of the students. The results evidence that the methodology helped to engage students, promoted meaningfully and situated learning through real-world problems in renewable energies, and fostered motivation and peer collaboration. Nonetheless, aspects such as the improvement of the communications channels, the revision of the complexity of the projects, the sense of community to achieve a common goal, or the tutoring and monitoring processes should be strengthened for further initiatives and/or active learning methodologies. In this sense, some challenges and recommendations that can help to develop methodologies that combine ESD and engineering are provided based on the experience in this study.

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“…Certainly, the extraction of complex insights found within datasets, identification of reflective patterns, trends and automation decisions are useful in developing predictive social economic models so as to design the proactive solutions (Jiang et al, 2023;Shu & Ye, 2023). Subsequently, the algorithms obtained in mathematical are pre-requisite in unique professional trainings for highly payable professional such aerospace, engineering, computer science, and information technology (Meyer & Norman, 2020;Curiel-Ramirez et al, 2022). Based on that stance, new digital era requirements enforced education systems and its components to change practices; integrating automation for future works competences (Howcroft & Taylor, 2022).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Algorithms Gaps from Students Perspectives: A Case of Selected Community Secondary Schools

Banele

2023

edu

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The mixed case study research involved 120 students from community secondary schools located at Chanika Ward in Dar es Salaam were selected using non-probability approach deployed purposively technique. Objectively the study intended to determine and examine the school based contextual practices leading gaps in attainability of mathematics algorithms from students’ perspectives. Data were collected using four ranked Likert scale questionnaire and FGD thereafter analysed using Ms Excel and thematic content. The findings showed that students were experiencing mathematics algorithms gaps in 22 concepts supposed to be covered in the syllabus from form one to four; the identified classroom contextual gaps were categorized into ICT resources, pedagogical and students aspects. Recommendations were made for stakeholders to support schools, teachers and students with the digital and technological tools, creating supportive learning environments fostering creativity, collaboration, critical thinking and problem-solving skills built within Mathematics concepts algorithms fore-fronting the 4IR practices.

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Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

Cited by 9 publications

References 57 publications

Electromobility in Poland Compared to the European Union – Results of Preliminary Analysis

Electromobility in Poland Compared to the European Union – Results of Preliminary Analysis

Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

Mathematics Algorithms Gaps from Students Perspectives: A Case of Selected Community Secondary Schools

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