How Can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education Be Developed? An Investigation

Abstract

ContextIn the last two decades, significant pedagogical advances aimed at enhancing the UK's engineering education have emerged. However, there's a noted absence of an integrated approach linking policy and practice to evidence-based research in this field. Purpose or GoalThis study seeks to bridge this gap by exploring the lived experiences and perspectives of engineering education leaders who have been at the forefront of pioneering education reforms in the UK. It aims to understand the challenges they face and identify potential solutions and models that could address the evolving needs of undergraduate engineering education. MethodsThe study utilizes a qualitative research design with purposeful sampling. Qualitative data is obtained through interviews to gain indepth insights into the experiences and perspectives of stakeholders. Thematic analysis of the collected data is used to identify common themes, patterns, and relationships. OutcomesThe findings of this qualitative preliminary investigation are to develop research questions to inform and frame a more comprehensive quantitative study aimed at shedding light on the development of curriculum frameworks for implementing effective and scalable engineering education models in the UK. ConclusionThis study reveals the conflicting and complementary factors in the UK engineering education landscape. This highlights the need for a systems-based approach connecting policy and practice, informed by evidence-based research for developing a sustainable engineering education framework in the UK.