The Change of Educational Processes, Learning and Teaching in Engineering Education
Guest Editors

Dr. Carlos Efren Mora-Luis
Assistant Professor
Polytechnic School of Engineering
Universidad de La Laguna - Spain

Dr. Jorge Martin-Gutierrez
Associate Professor
Faculty of Engineering and Technology
Universidad de La Laguna - Spain

Educating engineers to confront global challenges is a key aspect of higher education in modern society, so educational processes are maturating and tend to adopt student-centered processes to adapt learning to the needs of newer generations. This concept of active learning implies more than the simple use of teaching methods or new pedagogies: it requires a deep understanding of the learning processes and the learning community needed to prepare students for change and confronting problems beyond one specific discipline.

The world is changing faster than ever: there is more technology, everything is more advanced, and at the same time, everything is more complex. This requires a set of skills to confront such challenges, and Engineering Education has to prepare future engineers to find efficient, sustainable, and better solutions for these global problems and challenges by considering society needs. In this regard, Problem Based Learning and its variations have become quite popular in higher education to build these skills among students, but it is not a straightforward process as it requires deep institutional changes affecting not just students and academic staff, but also its administration and its infrastructures, and its relationship with society.

Authors are invited to submit manuscripts addressing the difficulties in changing their educational focus to adopt new approaches to engineering education in their institutions.

This Special Issue is dedicated to promote and enhance the practical education of universities. The aim is to provide a forum to share:

• The changes in teaching and learning processes in higher education institutions.
• Research in active learning in engineering education to confront global challenges.
• Adaptation of educational policies in universities to adopt active learning processes in Engineering Education.
• Best practices, experiences, and results after adopting newer educational strategies in Engineering Education and its impact at their institutions.

This special issue tries to cover the experiences, research, and development of educational processes and methods in Engineering Education. Coverage includes (but is not limited to):

• The role of academic staff as learning facilitators.
• The role of sophomore and/or senior students as learning facilitators.
• Motivational strategies to improve academic performance.
• Assessing strategies and learning outcomes with active learning.
• Managing academic background differences in students intake.
• Institutional strategies to manage large cohorts of students.
• Application of learning theories (e.g. situated learning, experiential learning).
• Teaching context: Infrastructures and technologies in active learning.
• The contribution of Engineering Education to Sustainability and Millennium Challenges.
• Recent advances and future challenges of Engineering Education.
• Global vision and international collaboration between institutions.
• Newer institutional learning models and accreditation success.
• Institutional support to promote active learning in Engineering Education.

Important Dates:
Prospective authors should submit an electronic copy according to the following timetable:

Paper Submission : July 28, 2019
Acceptance / Notification : September 30, 2019
Final Version View : November 24, 2019
Tentative Publication Date : December 2019

Authors should submit their manuscripts using ScholarOne at and please kindly select the manuscript type: SI - The Change of Educational Processes, Learning and Teaching in Engineering Education.