Conditions for transforming the engineering study process

Perspectives of academic staff and students

Bibliographic Data

ID22162850
AuthorsSilvija Mezinska (0009-0003-2089-454X, Rēzekne Academy of Technologies), Anda Abolina (0000-0002-4391-0958, Rēzekne Academy of Technologies), Ilze Baltiņa (0000-0002-0002-5916, Riga Technical University)
Year2026
Volume11
Publication date2026-04-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1803245
OpenAlexW7152666723
LanguageEN
References cited59

The aim of the study is to analyze how academic staff and students perceive and evaluate the conditions for transforming the engineering study process from the perspective of educational innovation, and how these conditions influence learning experiences and the development of academic staff and student competences. To achieve the study goal, the following research questions are posed: (1) What conditions, from an educational innovation perspective, can promote the transformation of the study process in engineering? (2) How do academic staff and students perceive and evaluate the impact of these transformational conditions of the study process on an effective learning experience for the development of competences?. In this study, the authors conduct a literature review on educational innovations to identify the conditions that facilitate the transformation of the engineering study process and its impact on the development of academic staff and student competences, as well as explore the pedagogical framework for effective learning experiences. Research on educational innovations allows us to identify the main drivers and challenges that affect the transformation of the study process in higher education, especially in engineering. The conducted scientific literature review indicates the added value to be gained—the opportunity to create a dynamic, flexible and collaborative engineering education ecosystem. It promotes the creation of new knowledge and promotes an effective study process with appropriate learning strategies and the use of technologies, for the development of academic staff and student competences. The possibilities of implementing the design-driven innovation approach in engineering studies provide a basis for choosing an effective strategy. The results obtained in the study are based on modern knowledge, including survey data and focus group discussions on the relevant topic. The identified pedagogical framework of design-driven innovation serves as the basis for the conceptual model, understanding and direction of the transformation process of engineering studies

Engineering education · Higher education · Professional development · Transformational leadership · Transformative learning · Educational Innovations and Challenges · Engineering Education and Curriculum Development · Innovations in Education and Learning Technologies

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