Thinking Classrooms in Graduate Engineering Education

A Pedagogical Framework for Autonomy and Problem-Solving

Bibliographic Data

ID22042981
AuthorsFrancisco Romero-Sánchez (0000-0001-6235-4435, Universidad de Extremadura, corresponding author), Gonzalo Alonso-Pinto (0009-0003-7737-2910, Consejería de Educación de la Junta de Castilla y León), Rafael Agujetas Ortiz (0000-0001-8710-5785, Universidad de Extremadura), Francisco Javier Alonso Sánchez (0000-0001-8683-6471, Universidad de Extremadura)
Year2026
Volume16
Issue2
Pages350
Publication date2026-02-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16020350
OpenAlexW7131118226
LanguageEN
References cited30

Innovative pedagogies that nurture higher-order competencies such as autonomy and problem-solving are critical in graduate STEM contexts. This study conceptualizes Thinking Classrooms as a pedagogical framework for graduate engineering education and examines how classroom practices associated with this approach support the development of autonomous learning and complex problem-solving. Drawing on classroom-based evidence collected over multiple academic cohorts in a master’s program in mechanical engineering, we describe patterns of student engagement, instructor adaptations, and evolving learning behaviors. Our findings highlight the potential of Thinking Classroom principles to inform instructional design, foster learner agency, and strengthen disciplinary problem-solving practices in postgraduate engineering education. We discuss implications for curriculum development and future research directions in STEM education

Autonomy · Critical thinking · Curriculum · Curriculum development · Discipline · Engineering education · Graduate students · Nature versus nurture · Career Development and Diversity · Evaluation of Teaching Practices · Science Education and Pedagogy

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Open DOIOpen Access