Journal of Engineering Education Transformations

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Study of Secondary and Higher Secondary School Syllabi in India to Develop Engineering Thinking


Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, India
2 The University of Oklahoma, Norman 73069, United States
3 Milwaukee School of Engineering, WI 53202, United States
     

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In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.

Keywords

Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school.
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  • Study of Secondary and Higher Secondary School Syllabi in India to Develop Engineering Thinking

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Authors

Preethi Baligar
Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, India
Javeed Kittur
The University of Oklahoma, Norman 73069, United States
Gopalkrishna Joshi
Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, India
Sohum Sohoni
Milwaukee School of Engineering, WI 53202, United States

Abstract


In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.

Keywords


Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school.

References