Shifting from Traditional Engineering Education towards Competency-Based Approach: The Most Recommended Approach-Review

Autor/inn/en	Malhotra, Ruchika; Massoudi, Massoud; Jindal, Rajni
Titel	Shifting from Traditional Engineering Education towards Competency-Based Approach: The Most Recommended Approach-Review
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.9081-9111 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massoudi, Massoud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11568-6
Schlagwörter	STEM Education; Competency Based Education; Teaching Methods; Computer Software; Engineering Education; Program Effectiveness; Lifelong Learning; Student Empowerment; Inclusion; Individualized Instruction; Student Needs; Expectation + Suchen Sie Ihr Suchwort? STEM; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Life-long learning; Lebenslanges Lernen; Studienberechtigung; Inklusion; Individualisierender Unterricht; Expectancy; Erwartung
Abstract	In recent years, universities have been developing more robust competency-based classes for students in Science, Technology, Engineering, and Mathematics (STEM). Competency-based education (CBE) is based on outcomes and is student-centred, creating a better learning experience. This paper provides context for competency-based education over a knowledge area (KA), knowledge unit (KU), and learning outcome (LO) mindset. Additionally, we compared the traditional educational approaches and CBE using a software engineering competency list as assessment criteria. This study provides a thorough review, emphasizing the transition toward competency-based approach in software engineering education and training. The five main reasons education institutes turn toward CBE are: Firstly, CBE supports lifelong learning. Second, it fosters an empowered and inclusive learning culture. Thirdly, it provides appropriate teaching and support on a timely and individualized basis. Fourth, it employs instructional ideas that are matched with students' needs and objectives. Finally, CBE places a premium on transparency and sets out explicit expectations. Our findings indicate that competency-based education is the outcome-driven approach in today's engineering education. It encourages students to know what to do upon graduation rather than what they know. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01