https://ijee.ias.ac.ir/ Iranian Journal of Engineering Education en daily 1 Fri, 22 May 2026 00:00:00 +0330 Fri, 22 May 2026 00:00:00 +0330 https://ijee.ias.ac.ir/article_237722.html 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_237721.html 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_242943.html 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_240726.html 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_238116.html 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_238122.html 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_244115.html With the rapid expansion of artificial intelligence (AI) technologies and the changing expectations of the engineering labor market, revisiting university teaching and learning approaches has become increasingly necessary. This study aims to identify the antecedents, processes, and outcomes of teaching AI thinking to foster engineering students’ employability skills, using a theory-building meta-synthesis approach. A qualitative, inductive meta-synthesis was conducted based on the seven-step Finfgeld-Connett model. A systematic literature review was performed through structured searches in major Persian and international databases using guiding keywords. Studies were initially retrieved based on title–keyword relevance and then screened; ultimately, 50 articles were included for analysis and component extraction. Qualitative data were synthesized through open, axial, and selective coding, and the resulting model was subjected to descriptive, interpretive, theoretical, and pragmatic validation. The findings indicated that antecedents can be conceptualized as the knowledge, skills, and attitudes required of both students and faculty members. The process dimension comprised instructional mechanisms for developing AI thinking skills. Outcomes were articulated as the development of hard and soft employability skills among engineering graduates, particularly through engagement with AI tools and platforms. The proposed model provides a strategic framework for redesigning engineering education to enhance graduates’ employability. https://ijee.ias.ac.ir/article_245420.html The present study aimed to improve the quality of teamwork as a key soft skill through gamification in engineering teams at Shiraz University. The research adopted a quantitative approach with a quasi-experimental design (post-test with a control group). The participants were 38 engineering students randomly assigned to an experimental group (18) and a control group (20). The intervention included 12 instructional sessions in which ten soft skills were delivered through readiness assurance tests. In the experimental group, activities were implemented using gamified elements based on the PBL model (Points, Badges, Leaderboards), while the control group received identical content through non-gamified tests. Results of the independent t-test showed a statistically significant difference in teamwork levels in favor of the experimental group. The study’s innovation lies in the localized application of the PBL model within a specialized engineering context and the use of a counterbalanced teaching structure to reduce instructor effects. Furthermore, integrating the digital platform Kahoot with authentic engineering scenarios shifted the focus from outcomes to the learning process and enabled real-time monitoring of team interactions. Findings suggest that combining gamification with team-based learning strengthens teamwork competencies alongside technical education. https://ijee.ias.ac.ir/article_245931.html Engineering education, in order to address the individual needs of students, must utilize personalized teaching methods. In the age of artificial intelligence, this new technology can significantly contribute to realizing this goal. The inclusive learning framework and the impact of AI applications represent a suitable model for enhancing the quality of inclusive teaching in engineering education. Due to the lack of comprehensive research within Iranian engineering education studies, this paper attempts to fill this research gap. In this study, by quantitatively collecting data from 405 students at the college of engineering at the University of Tehran, their perspectives on the inclusive teaching and learning process in various dimensions were first presented using descriptive statistics. Then, in accordance with the descriptive results and by forming opposing, agreeing, and abstaining groups in each dimension, the students' attitudes toward the limitations of AI in education, as well as their willingness to use AI in the future, were compared analytically. The results of this research in both dimensions help us become familiar with the strengths and weaknesses in inclusive teaching methods and, given the diversity of perspectives among different groups, provide appropriate teaching strategies to encourage students to make appropriate use of artificial intelligence. https://ijee.ias.ac.ir/article_247883.html The increasing development of various technologies in today's world is inevitable. Transferring a massive volume of information to students and deepening the learning process within a limited timeframe is difficult and sometimes impossible through traditional teaching methods. This is because educational content and syllabi are expanding, whereas training time cannot be proportionally extended beyond standardized limits. This study aims to implement a time-limited engineering and skills-based training method to efficiently transfer a specific volume of information to students through empirical and practical approaches, thereby establishing an effective learning process. A total of 253 students participated in this study, organized into 48 groups of 4 to 6 members. Over a 6-hour training period, these students examined, analyzed, and tested 8 automotive system components across three domains: knowledge, attitude, and skill, recording their results in pre-designed worksheets. The findings indicate that the mean score achieved was approximately 80% of the maximum possible score. Furthermore, the mean standard deviation across evaluation levels remained within an acceptable range of less than 0.3, and the effectiveness of this method, based on Cohen's d effect size, was found to be 0.67. https://ijee.ias.ac.ir/article_247974.html The purpose of this study was to explore the policy gap of artificial intelligence in the engineering curriculum in Iran and to formulate policy implications and recommendations for reducing this gap. The study was conducted using a qualitative approach within an interpretivist paradigm. Data were collected from three complementary sources: analysis of upstream and policy documents, semi-structured interviews with 22 key actors related to engineering education in engineering universities and faculties in Tehran, and review of international reference documents in the field of artificial intelligence and engineering education. Documentary data were analyzed using directed content analysis, interview data were analyzed through thematic analysis, and the integrated findings were examined through the logic of gap analysis and contextualized policy transfer. The findings showed that official policies mainly frame artificial intelligence in relation to technological development, training of specialized human resources, skill development, and digital infrastructures, whereas the executive experiences of actors indicate fragmented implementation, ambiguity in educational roles, gaps in data-related and ethical rules, and slow curriculum revision processes. The integration of documentary and field findings showed that the policy gap of artificial intelligence in the engineering curriculum can be formulated in four dimensions: discursive, pedagogical, engineering curriculum governance, and infrastructural–data-related.