Engineering Education Research (EER) is an emerging multidisciplinary field at the intersection of education and engineering. It is a systematic study of all that impacts on educating engineers, in all the complexity and breadth of engineering knowledge, skills, values, attitudes and activities. This extends to understanding the students, pedagogic practices and pathways entering and journeying through an engineering qualification, as well as workplace learning.

Engineering Education Research contribution to SDGs

Engineering Education Research (EER) is integral to achieving the United Nations’ Sustainable Development Goals (SDGs). Given the potential of engineering graduates to make a significant impact, it is essential to produce graduates equipped with the skills and knowledge for development that is sustainable and appropriate for the African context. In addition, in African institutions, there is a pressing need to update engineering curricula to align with current challenges. Traditionally, engineering education has focused primarily on technical content delivery, but the landscape has shifted. Contemporary engineering practice requires professionals to consider not only technical aspects but also the social, economic and political dimensions of their work.

In addition, student-centred approaches require consideration of student diversity necessitating teaching approaches that foster critical thinking, problem-solving, and teamwork. However, effecting curricular transformation in Africa poses several challenges. Engineering academics often lack formal training in education, leading to resistance to change and a focus on content delivery rather than competency development for sustainable practices (“green jobs”). Limited resources, including time and institutional inflexibility, further hinder curriculum updates. Moreover, inadequate feedback mechanisms from students exacerbate the gap between educators and learners.

To address these challenges, initiatives such as the proposed engineering academic educational development programs and capacity building in EER are crucial. These efforts aim to promote scholarship in engineering education and to inform recommendations that can translate into support for faculty, those we refer to as engineering education practitioners, in adapting teaching practices, integrating sustainable development principles, and enhancing student learning experiences.