The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522RETHINKING THE DURATION OF THE ENGINEERING BACHELOR’S DEGREE IN IRAN: SOLUTIONS, CONSIDERATIONS, AND POLICY REQUIREMENTSRETHINKING THE DURATION OF THE ENGINEERING BACHELOR’S DEGREE IN IRAN: SOLUTIONS, CONSIDERATIONS, AND POLICY REQUIREMENTS12723772210.22047/ijee.2025.563615.2228FAFarhadEbrahimabadiDepartment of Educational and Curriculum Innovation-
Institute for Research and Planning in Higher Education0000-0001-5905-8205VahidTaghikhaniDepartment of Chemical and Petroleum Engineering
Sharif University of Technology- Tehran- Iran0000-0001-8987-4318JafarTowfighiFaculty of Chemical Engineering-Tarbiat Modares University
- Tehran- IranJournal Article20251202The reconsideration of the duration of engineering bachelor’s degree has recently been placed on the agenda of MSRT in Iran. This applied study aimed to identify solutions, considerations, and requirements by adopting a qualitative approach. Data were collected through document analysis and expert panels, and analyzed using thematic analysis. Participants included higher education experts selected through a snowball sampling method. Findings revealed that, in developed countries, a structured diversity of academic degrees with distinct functions ensures closer alignment between higher education and labor market needs. Results further indicated that offering three types of engineering bachelor’s degrees- namely, the standard 4-year academic degree in universities, and 3-year applied and vocational degrees in Iran’s skill-oriented institutions would allow curricula to be more effectively tailored to professional and academic pathways. Diversification at the associate, master’s, and doctoral degrees also emerged as feasible options. However, the establishment of a National Qualifications Framework for Higher Education in Iran is considered a strategic necessity to systematize this diversity. The study concludes that the internationally recognized standard duration of a full engineering bachelor’s degree is four years (120–125 credits), and reducing this duration would conflict with global regulations.The reconsideration of the duration of engineering bachelor’s degree has recently been placed on the agenda of MSRT in Iran. This applied study aimed to identify solutions, considerations, and requirements by adopting a qualitative approach. Data were collected through document analysis and expert panels, and analyzed using thematic analysis. Participants included higher education experts selected through a snowball sampling method. Findings revealed that, in developed countries, a structured diversity of academic degrees with distinct functions ensures closer alignment between higher education and labor market needs. Results further indicated that offering three types of engineering bachelor’s degrees- namely, the standard 4-year academic degree in universities, and 3-year applied and vocational degrees in Iran’s skill-oriented institutions would allow curricula to be more effectively tailored to professional and academic pathways. Diversification at the associate, master’s, and doctoral degrees also emerged as feasible options. However, the establishment of a National Qualifications Framework for Higher Education in Iran is considered a strategic necessity to systematize this diversity. The study concludes that the internationally recognized standard duration of a full engineering bachelor’s degree is four years (120–125 credits), and reducing this duration would conflict with global regulations.https://ijee.ias.ac.ir/article_237722_bd7db7768f738221388ba3f0f504ea33.pdfThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522DESIGNING A RETENTION MODEL FOR ENGINEERING GRADUATES OF UNIVERSITIE AND HIGHEREDUCATION INSTITUTIONSDESIGNING A RETENTION MODEL FOR ENGINEERING GRADUATES OF UNIVERSITIE AND HIGHEREDUCATION INSTITUTIONS295223772110.22047/ijee.2025.553552.2217FAZahraSanatiDepartment of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran0009-0009-4757-3256MohammadHassanDepartment of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, IranRezaFathiDepartment of Energy, Materials and Energy Research Center, Karaj, IranJournal Article20251016Considering the increasing trend of engineering graduate attrition in recent years, the present study aimed to design a retention model for engineering graduates in universities and higher education institutions. This qualitative research was conducted with a data-based theorizing approach and with the participation of 30 professors, experts, and managers in the field of engineering, who were selected through purposive sampling. Data were collected through semi-structured and in-depth interviews and analysed using qualitative content analysis in three stages of open, axial, and selective coding in MAXQDA 20 software. From a total of 805 initial codes, 32 concepts were extracted by merging similar concepts and organized within the framework of the paradigmatic model of grounded theory. The results of the research show that the phenomenon of engineering graduate retention is influenced by a set of causal conditions, contextual conditions, and intervening conditions and it is realized through strategies such as empowering knowledge-based companies, leadership and management in the industry, innovative development, optimizing employment or career paths, reforming the educational system, and creating a social and cultural platform. The consequences of this model include scientific transformation and innovation, economic and industrial development, and the preservation and development of capital.Considering the increasing trend of engineering graduate attrition in recent years, the present study aimed to design a retention model for engineering graduates in universities and higher education institutions. This qualitative research was conducted with a data-based theorizing approach and with the participation of 30 professors, experts, and managers in the field of engineering, who were selected through purposive sampling. Data were collected through semi-structured and in-depth interviews and analysed using qualitative content analysis in three stages of open, axial, and selective coding in MAXQDA 20 software. From a total of 805 initial codes, 32 concepts were extracted by merging similar concepts and organized within the framework of the paradigmatic model of grounded theory. The results of the research show that the phenomenon of engineering graduate retention is influenced by a set of causal conditions, contextual conditions, and intervening conditions and it is realized through strategies such as empowering knowledge-based companies, leadership and management in the industry, innovative development, optimizing employment or career paths, reforming the educational system, and creating a social and cultural platform. The consequences of this model include scientific transformation and innovation, economic and industrial development, and the preservation and development of capital.https://ijee.ias.ac.ir/article_237721_81605c53ad082a5ffc8d8f1d09d049e7.pdfThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522RENEWING ENGINEERING CURRICULA WITH AN EDUCATION FOR SUSTAINABLE DEVELOPMENT APPROACH: A META-SYNTHESISRENEWING ENGINEERING CURRICULA WITH AN EDUCATION FOR SUSTAINABLE DEVELOPMENT APPROACH: A META-SYNTHESIS537924294310.22047/ijee.2026.574771.2239FAMehdiMohammadiShiraz University0000-0002-0121-5092FarzanehDeimehkar Haghighishiraz university0009-0006-1749-0351Journal Article20260209The present study aims to design a curriculum renewal model for engineering education based on the principles of Education for Sustainable Development (ESD). This applied research employs a synthesis-based approach and a qualitative meta-synthesis methodology, which goes beyond summarizing findings by integrating and deeply interpreting data to provide a comprehensive understanding of the research topic. Data were analyzed using qualitative content analysis. The findings indicated that, at the data synthesis stage, three axial codes ”the effective competencies of faculty members, foundational capabilities of engineering students, and the university’s fundamental and institutional capacities” serve as antecedents for curriculum renewal grounded in ESD. Key processes of renewal included redefining philosophical orientation and goal-setting, designing and redesigning structural and content elements, transforming teaching–learning strategies, implementation, monitoring, revision, and institutionalization. Outcomes were categorized at three levels: individual and educational, organizational and social, and environmental and economic. Overall, the results suggest that integrating ESD into engineering education is no longer optional but a global imperative. This integration enables universities to align with the United Nations’ Sustainable Development Goals, ensures the preparation of future engineers, and equips them to address the complex social, environmental, and technological challenges of the twenty-first century.The present study aims to design a curriculum renewal model for engineering education based on the principles of Education for Sustainable Development (ESD). This applied research employs a synthesis-based approach and a qualitative meta-synthesis methodology, which goes beyond summarizing findings by integrating and deeply interpreting data to provide a comprehensive understanding of the research topic. Data were analyzed using qualitative content analysis. The findings indicated that, at the data synthesis stage, three axial codes ”the effective competencies of faculty members, foundational capabilities of engineering students, and the university’s fundamental and institutional capacities” serve as antecedents for curriculum renewal grounded in ESD. Key processes of renewal included redefining philosophical orientation and goal-setting, designing and redesigning structural and content elements, transforming teaching–learning strategies, implementation, monitoring, revision, and institutionalization. Outcomes were categorized at three levels: individual and educational, organizational and social, and environmental and economic. Overall, the results suggest that integrating ESD into engineering education is no longer optional but a global imperative. This integration enables universities to align with the United Nations’ Sustainable Development Goals, ensures the preparation of future engineers, and equips them to address the complex social, environmental, and technological challenges of the twenty-first century.https://ijee.ias.ac.ir/article_242943_6842c6d5b9372225c4133e948f1cbf7e.pdfThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522DIMENSIONS OF MATHEMATICS DECLINE IN IRAN: A WARNING FOR THE FUTURE OF SCIENCE AND ENGINEERING EDUCATIONDIMENSIONS OF MATHEMATICS DECLINE IN IRAN: A WARNING FOR THE FUTURE OF SCIENCE AND ENGINEERING EDUCATION8110724072610.22047/ijee.2026.567939.2233FAAbolfazlRafiePourDepartment of Mathematics Education- Faculty of Mathematics and Computer- Shahid Bahonar University of Kerman0000-0001-8055-0173PouyaKarimiDepartment of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of KermanJournal Article20251224The decline in demand for studying mathematics and physics in high school and, subsequently, the decline in demand for studying various engineering and basic science disciplines has become one of the fundamental challenges of the country’s higher education system in recent years. A challenge whose consequences go beyond universities and affect the future of the country’s scientific, technological, and industrial development. The aim of this article is to systematically analyze the dimensions of this phenomenon and explain its educational, social, economic, and structural roots, focusing on the role of mathematics education as the foundation for training engineers and basic science specialists in the country. The present study was conducted with a descriptive-analytical approach and using secondary data, official documents, statistical reports, and critical analysis of previous research. The findings show that the quantitative decline in students choosing mathematics-physics, along with the qualitative decline in mathematics learning based on the results of international tests (TIMES study), negative attitudes towards engineering disciplines, the mismatch of curricula with labor market needs, and the weakening of university-industry ties are key factors in the decline in the tendency towards these disciplines (technical-engineering and basic sciences). The results also indicate that the continuation of this trend, in addition to weakening the foundations of science, technology, engineering, and mathematics education (STEM education or popular education), can lead to a shortage of specialized human resources, a decline in innovation, and a weakening of the foundations of sustainable development. Finally, the article suggests ways out of the current situation by emphasizing rethinking mathematics education, improving the quality of curricula, and providing practical solutions to improve the interaction of the education system with society and industry.The decline in demand for studying mathematics and physics in high school and, subsequently, the decline in demand for studying various engineering and basic science disciplines has become one of the fundamental challenges of the country’s higher education system in recent years. A challenge whose consequences go beyond universities and affect the future of the country’s scientific, technological, and industrial development. The aim of this article is to systematically analyze the dimensions of this phenomenon and explain its educational, social, economic, and structural roots, focusing on the role of mathematics education as the foundation for training engineers and basic science specialists in the country. The present study was conducted with a descriptive-analytical approach and using secondary data, official documents, statistical reports, and critical analysis of previous research. The findings show that the quantitative decline in students choosing mathematics-physics, along with the qualitative decline in mathematics learning based on the results of international tests (TIMES study), negative attitudes towards engineering disciplines, the mismatch of curricula with labor market needs, and the weakening of university-industry ties are key factors in the decline in the tendency towards these disciplines (technical-engineering and basic sciences). The results also indicate that the continuation of this trend, in addition to weakening the foundations of science, technology, engineering, and mathematics education (STEM education or popular education), can lead to a shortage of specialized human resources, a decline in innovation, and a weakening of the foundations of sustainable development. Finally, the article suggests ways out of the current situation by emphasizing rethinking mathematics education, improving the quality of curricula, and providing practical solutions to improve the interaction of the education system with society and industry.https://ijee.ias.ac.ir/article_240726_35315b827e53e568ecfe3d20a6577466.pdfThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522TEACHING COMPLEX CONCEPTS THROUGH A HUMOROUS QUESTION-AND-ANSWER APPROACH: A CASE STUDY IN RENEWABLE ENERGY ENGINEERINGTEACHING COMPLEX CONCEPTS THROUGH A HUMOROUS QUESTION-AND-ANSWER APPROACH: A CASE STUDY IN RENEWABLE ENERGY ENGINEERING10912823811610.22047/ijee.2026.549760.2208FASamanPirehbabiDepartment of Renewable Energies Engineering, Shahid Beheshti University, Tehran, IranRoghayehGavagsaz-GhoachaniDepartment of Renewable Energies Engineering, Shahid Beheshti University, Tehran, Iran0000-0003-4989-9136Journal Article20250928Teaching in interdisciplinary fields such as Renewable Energy Engineering faces various challenges, including conceptual complexity and the heterogeneity of students’ academic backgrounds. This study aimed to propose and evaluate a novel instructional method called P.N.P. (Persian acronym for “Simple Question, Key Point, and Humorous Answer”). The P.N.P. approach is based on posing simple, seemingly obvious questions accompanied by humorous answers across three levels of difficulty, with the goals of stimulating curiosity, reducing anxiety, and promoting active classroom interaction. The research employed a quasi-experimental one-group pre-test–post-test design, and the study population consisted of Renewable Energy Engineering students at Shahid Beheshti University. Data were collected using a written test and a multi-construct questionnaire assessing retention, cognition, psychological aspects, interaction, and limitations. Results from implementing this method over seven academic years indicated that P.N.P. led to a statistically significant increase in students’ test scores. Moreover, questionnaire analyses conducted in SPSS 27 showed concurrent improvements in concept retention, cognition, psychological indicators, and instructional interaction. Accordingly, P.N.P. “which integrates humor, multi-level content structuring, and active participation” can be regarded as an indigenous and creative model for enhancing teaching quality in specialized and complex domains.Teaching in interdisciplinary fields such as Renewable Energy Engineering faces various challenges, including conceptual complexity and the heterogeneity of students’ academic backgrounds. This study aimed to propose and evaluate a novel instructional method called P.N.P. (Persian acronym for “Simple Question, Key Point, and Humorous Answer”). The P.N.P. approach is based on posing simple, seemingly obvious questions accompanied by humorous answers across three levels of difficulty, with the goals of stimulating curiosity, reducing anxiety, and promoting active classroom interaction. The research employed a quasi-experimental one-group pre-test–post-test design, and the study population consisted of Renewable Energy Engineering students at Shahid Beheshti University. Data were collected using a written test and a multi-construct questionnaire assessing retention, cognition, psychological aspects, interaction, and limitations. Results from implementing this method over seven academic years indicated that P.N.P. led to a statistically significant increase in students’ test scores. Moreover, questionnaire analyses conducted in SPSS 27 showed concurrent improvements in concept retention, cognition, psychological indicators, and instructional interaction. Accordingly, P.N.P. “which integrates humor, multi-level content structuring, and active participation” can be regarded as an indigenous and creative model for enhancing teaching quality in specialized and complex domains.https://ijee.ias.ac.ir/article_238116_dcbf4d90f5073154bcd9282472ffbc7b.pdfThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-23162810920260522PROVIDING A TECHNOLOGY-BASED TECHNICAL AND ENGINEERING TRAINING MODEL TO ENHANCE THE PROFESSIONAL COMPETENCIES OF OIL AND GAS SERVICE COMPANIESPROVIDING A TECHNOLOGY-BASED TECHNICAL AND ENGINEERING TRAINING MODEL TO ENHANCE THE PROFESSIONAL COMPETENCIES OF OIL AND GAS SERVICE COMPANIES12915223812210.22047/ijee.2026.532099.2182FAMaryamBehifarPhd. Student of Technology Management, SR.C., Islamic Azad University, Tehran, Iran.0000-0003-0180-4329MohammadrezaRazaviAssistant Professor, Department of Technology Management, SR.C., Islamic Azad University, Tehran, Iran.0009-0002-6099-1283ParivashJafariProfessor, Department of Educational Administration, SR.C., Islamic Azad University, Tehran, Iran.0000-0003-2916-8870Journal Article20250701Using technology to train and learn employees play a significant role in their professional development. The aim of developing a technology-based technical and engineering education model is to promote professional competencies. To achieve the goal, the paradigm of pragmatism and a mixed approach with a sequential exploratory design were used. To collect data, 17 semi-structured interviews were conducted with industrial and academic experts using a purposeful method, and explicit and implicit content analysis was applied using categorical analysis techniques, resulting in 15 constructs. Data were collected by purposefully selecting 37 experts and completing a paired comparison matrix questionnaire (15*15). The relationships between the structures were explained using the fuzzy DEMATEL method, the structures were leveled using the interpretive structural modeling and the final model was presented. The findings showed that block chain technology in certification, the internet of industrial things in education, artificial intelligence and learning analytics, virtual and augmented reality, and digital learning infrastructures affect the technical and engineering education system. Deep learning and knowledge consolidation, learner participation and engagement, and transfer of learning to the workplace affect service provider empowerment and technological self-efficacy. Technological competencies, problem-oriented competencies, and communicative-interactional competencies lead to the professional competencies of service providers.Using technology to train and learn employees play a significant role in their professional development. The aim of developing a technology-based technical and engineering education model is to promote professional competencies. To achieve the goal, the paradigm of pragmatism and a mixed approach with a sequential exploratory design were used. To collect data, 17 semi-structured interviews were conducted with industrial and academic experts using a purposeful method, and explicit and implicit content analysis was applied using categorical analysis techniques, resulting in 15 constructs. Data were collected by purposefully selecting 37 experts and completing a paired comparison matrix questionnaire (15*15). The relationships between the structures were explained using the fuzzy DEMATEL method, the structures were leveled using the interpretive structural modeling and the final model was presented. The findings showed that block chain technology in certification, the internet of industrial things in education, artificial intelligence and learning analytics, virtual and augmented reality, and digital learning infrastructures affect the technical and engineering education system. Deep learning and knowledge consolidation, learner participation and engagement, and transfer of learning to the workplace affect service provider empowerment and technological self-efficacy. Technological competencies, problem-oriented competencies, and communicative-interactional competencies lead to the professional competencies of service providers.https://ijee.ias.ac.ir/article_238122_53699a2e307bb31ea82af4711d8da7d3.pdf