ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
35
I. INTRODUCTION
Physics, a fundamental element of science, has proven to be a crucial pillar in understanding and developing
modern technology. As we move into the twenty-first century, the role of physics in engineering and
technology has become even more prominent, driving significant advances in fields as diverse as renewable
energy, quantum communication, and space exploration. According to data from the World Health
Organization (WHO), in 2021, more than half of the world's population had access to the Internet. This
achievement would not have been possible without the underlying physical foundations of data transmission
over global fiber optic networks [1].
However, despite these advances, physics education faces persistent challenges worldwide. According to
UNESCO's Global Education Monitoring Report [2], published in 2020, the lack of equitable access to quality
education in science, including physics, remains a global concern [3]. The gap in science education is
particularly pronounced in low-income countries, raising crucial questions about how to improve the
pedagogy and accessibility of physics globally.
In this context, this paper examines the intersection between engineering and physics education, highlighting
how the practical application of physical principles in engineering projects drives technological innovation and
can significantly enrich the way physics is taught and learned. Through examples and innovative pedagogical
approaches, we explore how integrating theory with practice in physics teaching can foster a deeper
understanding of the discipline and inspire the next generation of engineers and scientists to tackle the most
pressing global challenges. In this sense, the collaboration between engineering and physics education is an
essential bridge to a technologically advanced future and a more informed and capable society.
In several Latin American countries, a worrying phenomenon has been observed in higher education, where
attempts are made to eliminate physics from engineering careers. This trend, often motivated by the need to
simplify curricula and accelerate the training of professionals in the STEM (Science, Technology, Engineering,
and Mathematics) field, poses significant challenges for the quality and breadth of training of future engineers.
One of the main risks lies in losing a solid foundation in physics, which is essential for understanding and
applying the fundamental principles underpinning modern engineering and technology [4][5].
Removing physics from engineering careers can also negatively impact graduates' ability to solve complex
problems and face multidisciplinary challenges in the real world. Physics provides the theoretical and
conceptual tools needed to address a wide variety of problems in engineering, from the design of power
systems to the development of advanced medical devices [6]. The omission of physics could result in
incomplete training, limiting the versatility and adaptability of future engineers in the face of a constantly
evolving job landscape.
In addition, the elimination of physics in engineering careers could undermine the ability of these countries to
stay at the forefront of technological innovation and scientific research. Physics is the basis of numerous
technical and scientific advances, and depriving students of this discipline could reduce their ability to
contribute to global scientific and technological progress. Ultimately, education policymakers in Latin America
must consider the long-term impacts of this trend and seek a balance between simplifying curricula and
maintaining comprehensive engineering and STEM training.
Rosales-Romero L. Physics education in the training of engineers for digitized industry