A proposed column for Engineering Education Review

Engineering education is undergoing profound transformation. Around the world, institutions are being challenged to prepare engineers capable of responding to complex technological, social, environmental, and ethical problems. Climate change, artificial intelligence, digital transformation, social inequality, demographic changes, geopolitical instability, and new expectations from students and employers are reshaping what it means to educate engineers.

At the same time, engineering education remains deeply contextual. The challenges faced by institutions in different countries and regions are not identical. Questions of access, inclusion, infrastructure, accreditation, employability, research capacity, faculty development, student persistence, and curriculum reform vary across systems. These differences create an opportunity for mutual learning.

This proposed column of Engineering Education Review invites contributions that examine engineering education from global, regional, comparative, and context-sensitive perspectives. We welcome manuscripts that connect research, policy, leadership, and practice, and that offer insights relevant to an international audience.

We particularly invite contributions addressing one or more of the following themes:

·         Human-centered engineering education;

·         Engineering education for sustainability and societal impact;

·         Artificial intelligence and digital transformation in engineering education;

·         Student persistence, belonging, and success;

·         Curriculum reform and interdisciplinary engineering education;

·         First-year engineering education and student identity formation;

·         Faculty development and educational leadership;

·         Engineering education and the future of work;

·         Equity, diversity, and inclusion in engineering education;

·         Comparative and regional perspectives on engineering education reform;

·         Industry-university collaboration and lifelong learning;

·         Policy, accreditation, and quality assurance in engineering education.

Submissions may take the form of research articles, review articles, practice articles, or editorial/opinion contributions, according to EER’s author guidelines.

We are especially interested in manuscripts that:

1.      Provide evidence-informed analysis;

2.      Connect local or regional experiences to broader international debates;

3.      Offer transferable lessons for other institutions or systems;

4.      Advance theoretical, methodological, policy, or practical understanding;

5.      Include perspectives from regions underrepresented in global engineering education literature.

Prospective authors may be invited to submit a short abstract or expression of interest before preparing a full manuscript. Selected authors will then be invited to submit full manuscripts for editorial screening and peer review according to EER’s procedures.

Through this column, we hope to stimulate a broad and inclusive conversation about the future of engineering education and the role of engineers in building more sustainable, equitable, and humane societies.

Sincerely,

Dr.  Jamie Gurganus
Dr.  Marcello Nitz