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Summary

This study introduces a hybrid educational activity for industrial technology engineering students, enhancing specific electronic skills and generic competencies like teamwork. The approach tailored project phases to student profiles, improving motivation and defining roles for dual-degree students.

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Area of Science:

  • Engineering Education
  • Industrial Technology
  • Sustainable Development

Background:

  • Engineering curricula must integrate specific electronic competencies and generic skills like teamwork.
  • Traditional engineering education often inadequately addresses generic competencies.
  • Developing practical skills in analogue and digital electronics is crucial for industrial technology engineers.

Purpose of the Study:

  • To design, implement, and assess a hybrid educational activity for acquiring specific engineering skills.
  • To enhance oral communication and teamwork among students through experimentation.
  • To address the challenge of motivating heterogeneous groups of dual-degree students.

Main Methods:

  • A hybrid (face-to-face and virtual) educational activity was developed.
  • Students worked in teams to create embedded systems addressing Sustainable Development Goal 11.
  • Project phases and roles were adapted to individual student profiles and competency needs.
  • The Bipolar Laddering Assessment was used for evaluation.

Main Results:

  • The hybrid approach facilitated the acquisition of specific engineering skills and improved student communication.
  • Tailoring practices to student roles and profiles fostered motivation in heterogeneous teams.
  • Defining specific roles for dual-degree students within teamwork is essential.
  • The Bipolar Laddering Assessment proved reliable for evaluating educational experiments.

Conclusions:

  • Real-world practices that motivate engineering students are necessary.
  • Clearly defined roles based on specific competencies are vital for effective teamwork in dual-degree programs.
  • The Bipolar Laddering Assessment is a valid tool for identifying strengths and weaknesses in educational interventions.