Engineering Pedagogies Reimagined: Innovative Practices, Learning Styles, and Philosophical Approaches For 21st Century Classrooms
Published 2026-02-15
Keywords
- Active learning, Constructivism, Critical Pedagogy, Engineering Education, experiential learning, Education pragmatism, Pedagogical approaches, Philosophy of Instruction, Project-based learning (PBL), student-centered education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
The dynamic nature of engineering education necessitates pedagogical approaches that go beyond conventional transmission-based instruction in order to promote flexibility, creativity, and problem-solving abilities. The intersections of teaching strategies, learner preferences, and philosophical approaches in engineering pedagogy are examined in this study, entitled In order to improve engagement and information retention, the research explores how different teaching approaches—from active learning strategies to technology-enhanced instruction—align with unique student learning styles, drawing on constructivist, experiential, and transformative learning theories. The study also looks at how philosophical tenets like critical pedagogy and pragmatism influence teaching methods and equip engineering graduates to handle challenging real-world situations. The study draws attention to creative approaches that incorporate design thinking, interdisciplinary learning, and collaborative problem-solving through a combination of techniques that includes questionnaires, observation in the classroom, and case studies. According to research, engineering students' innovative competencies and professional preparedness are improved by adaptive teaching that is based on reflective philosophies and sensitive to learning variety. In the end, this work offers a framework for reconsidering the field of engineering as a constantly evolving, learner-centered, and ecosystem that is prepared for the future.