فصلنامه آموزش مهندسی ایران
پیاپی 98 (تابستان 1402)

One of the important categories in education is the process of teaching and learning. All educational activities are to lay the right foundation for the realization of this process. This study aimed to identify the components affecting the teaching-learning process for the training of efficient engineering technical students with high employability. In this research, a qualitative approach and content analysis method were used. The study participants were purposefully selected and a semi-structured interview was conducted with 15 informants’ people who had lived experience in engineering education. Also, the documents of 11 universities and colleges active in engineering education with high employability were analyzed. Results includes 6 categories or domain : Teaching method, with 16 subcategories or dimension; Curriculum with 8 subcategories; Characteristics of the teacher and how to communicate with the student with 11 subcategories; Evaluation with 3 subcategories; Strengthening skills and characteristics that should be considered in the classroom with 13 subcategories; Learning support services with 14 subcategories. This study showed that several factors affect the effectiveness of teaching-learning process that should be considered by policy makers.

The purpose of study was to investigate the effect of undergraduate curriculum quality on students’ entrepreneurial intention, considering the role of mediators of entrepreneurial inspiration and entrepreneurial creativity. The study was an applied research and based on the analysis of structural equations. The statistical population was undergraduate students of Urmia National University in the first semester of the academic year 2022-2023 in faculties of engineering, art and agriculture. A questionnaire was used to collect data and the reliability and validity of it was confirmed and randomly distributed to the students. Finally 341 questionnaires were examined. The results indicated that there is a positive and significant relationship between the curriculum quality and entrepreneurial intentions (P<0.01). Entrepreneurial inspiration (P<0.01) and entrepreneurial creativity (P<0.01) also play a mediating role in this relationship. It is recommended that in the study of infrastructure of entrepreneurial purposes and in the educational and developmental policies, attention should be paid to curriculum quality in terms of connection with the industry. For development of entrepreneurial skills with the knowledge of individual and environmental foundations, expansion of the emotional and cognitive intention of students to become an entrepreneur should be considered.

The present study was conducted with the aim of testing the causal relationship between the competencies of engineering science graduates and entrepreneurship with the mediating role of engineering professional ethics. The research method was applied and in terms of data collection, it was descriptive of correlation type. The statistical population was all the students of Technical and Engineering Faculties of Tehran University, 306 of whom were selected by stratified random sampling. In order to collect data, entrepreneurship questionnaires, engineering professional ethics and researcher-made questionnaires of competencies required by engineering science graduates were used. The validity of the questionnaires was confirmed by using the content validity of the construct and their reliability with Cronbach’s alpha coefficient. The data were analyzed using regression coefficient tests and structural equation models. The results showed that the entrepreneurship status of students is directly and indirectly affected by the predictor variables of professional ethics and learned competencies. Also all the components are reported as favorable and very favorable and the data model has a good fit, so the hypothesis of “the assumed model of the causal relationship between the competencies required by the graduates of engineering sciences and entrepreneurship with the mediation of professional ethics” has been confirmed.

Candidates for admission to engineering are graduates of mathematical physics. In the past few years, the number of students in mathematical physics has decreased sharply, which has reduced the number and quality of volunteers studying engineering in universities. This can have negative effects on the scientific and economic development of the country. In this study, first the Delphi method was used to identify factors that contribute to the decline of candidates studying engineering, based on the background of research and interviews. The second step was to prioritize these factors using the combined Dimatel approach and the network analysis process. The results of the study showed that the factors of education, future job opportunities, ability and interests of the person, family and parental opinion, and social and cultural, respectively, have the greatest interaction and communication with other factors. The results of the study of the criteria of factors also showed that the criteria for the existence of a greater perception of difficulty in studying and working in engineering disciplines, studying family members in other disciplines, the position and social status of studying in engineering disciplines are the most important among all the criteria that affect the reduction of candidates in engineering disciplines.

To comprehend the growing challenges faced by engineers, it is necessary to comprehensively examine humanistic, ecocentric, cosmopolitan, and holistic engineering approaches. This article aims to fulfill this need by providing descriptive and practical features of these approaches in various fields. The research takes an applied and developmental approach, aligning with the objective, employs a descriptive and qualitative analysis method, and adopts a comparative approach based on the nature of the data. The analysis reveals that addressing complex engineering problems necessitates the synergy of these perspectives. Furthermore, a fundamental revision of engineering education is essential to incorporate a holistic approach that aligns with sustainable development goals, promotes social ethics and responsibility, balances technical and humanistic/ecocentric perspectives, and cultivates global and cultural competencies in engineering pedagogy. Apart from technical solutions, the social, ethical, and ecological dimensions of engineering challenges must be considered. Vital for preparing engineers to tackle local and global challenges are environmental and social education, experiential and social learning, interdisciplinary collaboration, case studies, and international experiences. These approaches enable engineering students to develop a deeper understanding of diverse issues and equip future engineers with the requisite knowledge and skills to design and implement innovative, environmentally conscious, and culturally sustainable solutions.

This research aims to examine how the World Architecture survey course is taught in Iranian universities so as to prepare the ground for changing its curriculum to make it more inclusive and diverse. The research participants are nine lecturers who teach world architecture in nine public universities, selected through purposive sampling. The data was collected through interviews and analyzed thematically and continued until saturation. The analysis revealed six main themes: teacher’s motivations, student learning outcomes, teaching approaches, teaching strategies, materials, and teaching problems. The findings indicate that the lecturers are graduates of architecture programs who are interested in history or have researched architectural history. The main student’s learning outcome is to strengthen their design skills by studying world architecture. Lecturers use a combination of eight teaching approaches: analytical, comparative, conceptual, contextual, cross-cultural, descriptive, historiographical and typological. They face several problems, such as limited time, low priority of the course in the curriculum, lack of reliable sources written in Persian, and difficulty of visiting historical monuments abroad. By exploring the motivations, outcomes, approaches, strategies, materials, and problems of teaching world architecture in Iran, this research contributes to the literature on architectural education and offers recommendations for curriculum development and innovation.