Reimagining Engineering Education: An Ecological Systems Approach to Integrating Educational Technologies

DOI

10.2991/978-94-6463-630-7_22How to use a DOI?

Keywords

Engineering Education; Ecological Systems Theory; Educational Technology; Student Support Systems; Student Retention; Peer-peer Learning; Virtual learning

Abstract

A university’s first year of engineering education is pivotal, significantly impacting student retention and success. First-year engineering students face a formidable transition, grapple with the steep learning curve of advanced technical subjects, the necessity for enhanced self-directed study habits, and the assimilation into a new social environment. Concurrently, educators and institutions encounter the challenge of delivering effective and differentiated instruction and support to an increasingly diverse student body. The integration of new educational technologies emerges as a crucial opportunity to improve personalized learning paths, strengthen engagement, and facilitate both students’ and educators’ navigation through these transitions. This study employs Bronfenbrenner’s ecological systems theory, a multi-layered framework to understand and address the diverse influences on student development to explore the intricate interactions among technology, pedagogy, and the broader educational context. This approach highlights the critical roles of reciprocity, power dynamics, and emotional influences across the various systemic layers—from microsystems like classroom environments to macrosystems encompassing broader socio-cultural influences. This study aims to establish a holistic, supportive learning ecosystem by leveraging educational technologies like learning management systems, virtual laboratories, and AI-powered systems. These tools collectively enhance students’ academic, social, and personal development, improving scholarly achievement, engagement, and overall well-being. The multi-layered framework extends beyond classroom confines, underscoring the need for comprehensive student support. This paper outlines a practical framework for adopting various strategies to create a scalable model that improves the first-year experience for engineering students, ultimately emphasizing the importance of holistic student support by bridging theoretical constructs with practical applications.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Kavita Behara
AU  - Sibanda Matthew
AU  - Thanduxolo Kenneth Magenuka
PY  - 2024
DA  - 2024/12/31
TI  - Reimagining Engineering Education: An Ecological Systems Approach to Integrating Educational Technologies
BT  - Proceedings of the Focus Conference (TFC 2024)
PB  - Atlantis Press
SP  - 393
EP  - 421
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-630-7_22
DO  - 10.2991/978-94-6463-630-7_22
ID  - Behara2024
ER  -