Physics education in the training of engineers for
digitized industry
Abstract. - This paper addresses the synergy between engineering and physics education, highlighting how
applying physics principles and concepts in engineering projects can significantly enrich STEM education.
Innovative pedagogical approaches that foster a deeper understanding of physics by solving practical
problems and integrating theory with practice are discussed, thus promoting more effective and meaningful
learning in engineering. The main results show that, despite the inclusion of new technological strategies in
the engineering career, it is not advisable to eliminate the teaching of physics in the engineering education
curriculum and that, on the contrary, it is essential to reinforce these theories.
Keywords: STEM, engineering education, physical theories, physics education.
ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
Rosales-Romero L. Physics education in the training of engineers for digitized industry
Resumen: Este estudio se enfoca en el análisis de la responsabilidad social universitaria en la formación de
ingenieros. Para ello se analizaron estudiantes de ingeniería y se contrastó con estudiantes de ciencias
sociales, esto con la finalidad de relacionar la educación técnica con la educación social. La investigación tuvo
un enfoque cuantitativo y descriptivo, utilizando un diseño no experimental de corte transversal. La muestra
comprendió a 1023 estudiantes de ingeniería y ciencias sociales seleccionados de manera intencional. Se
aplicó una escala validada específica para evaluar la percepción de los estudiantes en relación con su
responsabilidad social en el contexto universitario y en la vida común. Los resultados indicaron un nivel medio
de responsabilidad social con una tendencia a ser bajo en el grupo de estudiantes universitarios analizados.
Además, se observó que las carreras de ingeniería deben reforzar el compromiso social de los estudiantes.
Palabras clave: STEM, educación en ingeniería, teorías físicas, enseñanza de la física.
La enseñanza de la física en la formación de ingenieros para la industria digitalizada
34
Received (29/05/2022), Accepted (30/07/2023)
https://doi.org/10.47460/athenea.v4i13.63
Luis Rosales-Romero
https://orcid.org/0000-0002-7787-9178
luis.rosales2@gmail.com
Universidad Nacional Experimental Politécnica Antonio José de Sucre
Vice Rectorado Puerto Ordaz
Doctorado en Ciencias de la Ingeniería
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
ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
36
II. STEM methodologies and the challenges in engineering training
STEM methodologies (Science, Technology, Engineering, and Mathematics) are pedagogical approaches that
promote the interdisciplinary integration of these four disciplines in education [4][7]. These methodologies
aim to foster critical thinking, problem-solving, and creativity in students, preparing them to tackle complex
challenges in the real world. Here are some of the most relevant STEM methodologies:
Project-Based Learning (PBL): This methodology engages students in hands-on projects related to real-world
problems. Students apply STEM concepts to solve concrete challenges, encouraging practical application of
knowledge and teamwork [8].
Collaborative Learning: In STEM learning, collaboration between students is promoted. Working in teams
allows students to share ideas, face challenges, and develop communication skills, all essential in engineering
training.
Use of Technology: Modern technologies, such as simulations, modeling software, and specialized hardware,
play a critical role in STEM teaching. These tools help students understand abstract concepts and gain
practical skills.
Focus on Problem Solving: STEM methodologies focus on developing skills to identify and solve complex
problems. Students learn to deal with ambiguous situations and to apply the scientific method to arrive at
informed solutions.
Active Learning: Instead of traditional passive teaching, STEM learning actively engages students. They
participate in experiments, discussions, and hands-on activities that foster more profound, meaningful
learning.
However, the effective implementation of STEM methodologies in engineering training faces several
challenges:
Resources and Equipment: STEM teaching often requires expensive equipment and advanced technology. Not
all schools have access to these resources, which creates inequalities in STEM education.
A. Teacher training
Educators must be trained to implement STEM methodologies effectively. Continuous teacher training is
essential to keep up with trends and best practices [6] [9]. Training educators in effectively implementing
STEM methodologies is critical to ensuring students get a quality education in these disciplines. For this,
teachers must develop and strengthen the following activities:
Updated Knowledge: Continuous training allows educators to keep up with advances in Science, Technology,
Engineering, and Mathematics. Since these fields constantly evolve, teachers must know about the latest
research, technologies, and pedagogical approaches. This allows them to offer students up-to-date and
relevant information.
Rosales-Romero L. Physics education in the training of engineers for digitized industry
ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
37
Specific Teaching Skills: STEM methodologies often require particular teaching approaches, such as project-
based learning, problem-solving, and hands-on teaching. Educators must acquire and hone these skills to
effectively guide students through enriching STEM learning experiences.
Adaptability: Continuous training helps teachers adapt to changing student needs and preferences. Teaching
methods that worked in the past may not be the most effective today. The training allows them to adjust their
pedagogical approaches to better address the changing challenges and demands of the classroom.
Curricular Integration: STEM teaching often involves the integration of multiple disciplines into the curriculum.
Educators must connect science, technology, engineering, and math concepts coherently and meaningfully.
This may require interdisciplinary collaboration and a solid understanding of how these disciplines relate.
Technology Tools: In the digital age, educators should also be familiar with the technological tools and
resources available to improve STEM teaching. This includes simulation software, virtual labs, online learning
platforms, and other educational technologies that can enrich the learning experience.
Practical Assessment: Ongoing training also addresses assessing students in STEM contexts. Teachers must
learn to effectively determine understanding, practical skills, and problem-solving using methods beyond
traditional tests. This involves creating authentic assessments and interpreting the results to improve teaching.
B.Encourage Diversity
Engineering training should be inclusive and diverse [2]. Overcoming gender biases and promoting the
participation of underrepresented groups in STEM are significant challenges. Indeed, engineering training
must be inclusive and diverse to reflect the global reality and ensure everyone has equal STEM opportunities.
This includes the following:
Gender Equality: Historically, STEM careers have been dominated by men. Overcoming gender bias is an
essential challenge. This implies eliminating gender stereotypes and prejudices in education and society. In
addition, it is crucial to encourage girls' interest in STEM from an early age and provide female role models in
these disciplines. Promoting an inclusive and discrimination-free learning environment is critical to
encouraging women's participation in engineering and other STEM areas.
Racial and Ethnic Equity: Racial and ethnic diversity in engineering education is equally important. Many
ethnic and racial groups are underrepresented in STEM. Promoting inclusion and equity in access to STEM
education is crucial to address this issue. This may include implementing inclusive admissions policies and
developing specific support programs for students from underrepresented groups.
Economic Accessibility: Another challenge to diversity in STEM is affordability. STEM careers often require
significant educational investments, such as college tuition and expensive study materials. To overcome this
obstacle, it is crucial to offer scholarship opportunities and financial support to students from all economic
backgrounds.
Cultural Adequacy: Cultural diversity must also be addressed. STEM training programs must be culturally
appropriate and sensitive to attract and retain students from diverse cultural backgrounds. This may involve
adapting curricula and including diverse perspectives and examples in educational content.
Rosales-Romero L. Physics education in the training of engineers for digitized industry
ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
38
Mentoring and Support: Mentoring is crucial in promoting diversity in STEM. Establishing mentoring
programs that connect students from underrepresented groups with STEM professionals can provide role
models, guidance, and emotional support that help overcome barriers.
C. Community Engagement
Collaboration with local communities and the involvement of educational institutions in STEM outreach
initiatives are essential [10] [8]. This includes organizing workshops, events, and activities to engage the
community and foster interest in STEM from an early age. Collaboration with local communities and the
involvement of educational institutions in STEM outreach initiatives play a crucial role in promoting interest in
science, technology, engineering, and mathematics from an early age [11]. This includes the following
elements:
Educational Workshops: Hosting STEM workshops in local schools and elsewhere in the community can
effectively bring students closer to these disciplines. These workshops can include hands-on activities,
experiments, and engaging and challenging projects. Educators and STEM professionals may be invited to
deliver these workshops to inspire young people.
Special Events: Hosting special STEM events, such as science fairs, technology expos, and robotics
competitions, creates opportunities for students to showcase their projects and discover the potential of
STEM careers. These events also encourage interaction between students, educators, and professionals, which
can be very motivating.
After-School Programs: In schools or community centers, after-school STEM programs provide students
additional space to explore their interests in these disciplines. These programs can include science clubs,
robotics teams, programming classes, and more. They facilitate deeper learning and allow students to apply
what they have learned in a practical context.
Talks and Conferences: Inviting STEM experts to give talks and lectures in schools or the community is
another effective strategy. These talks can expose students to various areas of STEM and show them how
these disciplines are related to everyday life and professional careers.
Mentoring: Establishing mentoring programs that connect students with professionals and college students
in STEM gives young people role models and personalized guidance. Mentors can share their experiences,
offer advice, and help students set educational and career goals.
Collaboration with Companies and Organizations: Educational institutions can collaborate with local
businesses and organizations to organize STEM events and activities. This may include company visits,
internships, joint projects, and sponsorship of educational activities. This collaboration can help students
understand how STEM concepts are applied in the real world.
D. Effective Assessment
Measuring success in STEM education goes beyond grades. The assessment should assess deep
understanding, practical application, and problem-solving skills [9]. Review in STEM should go beyond
traditional qualifications and focus on deep knowledge, practical application, and problem-solving skills, as
these are the critical aspects of preparing students for successful careers in science, technology, engineering,
and mathematics. In addition, practical assessment in STEM should reflect these disciplines' collaborative and
helpful nature.
Rosales-Romero L. Physics education in the training of engineers for digitized industry
ISSN-E: 2737-6419
Athenea Journal,
Vol. 4, Issue 13, (pp. 34-44)
39
IV. RESULTS
The analysis of the socio-academic variables presented by university students was made, finding the
following information: 54% were men and 46% were women. According to the area of studies, 47.8% were
students in the area of engineering and 52.2% in social sciences; in addition, the average age was 23 years
with a standard deviation of 1.41 years in a range of 18 to 29 years, including to university students of all years
and academic cycles. It was found that the level of social responsibility of the student and its dimensions is
medium, with a tendency to be low (Table 1). The main difficulty students encounter is that there is no
adequate training in social responsibility to apply it in society. Also, the student does not know many realities
to commit to their environment, and the activities they perform as social responsibility are more helpful or
social support.
Deep Understanding: Assessment in STEM should assess the depth of students' understanding rather than
simply measuring their ability to memorize information. This means that tests and assessments should be
designed to assess students' ability to explain concepts in their own words, connect ideas, and apply
knowledge in different contexts.
Practical Application: One of the main goals of STEM education is to prepare students to apply their
knowledge in real-world situations. Therefore, assessments should include practical problems and scenarios
that require students to use their theoretical understanding to solve concrete situations. This can consist of
projects, simulations, experiments, and case studies.
Problem-Solving: Problem-solving skills are essential in STEM. Assessment should measure students' ability
to identify problems, develop strategies to address them, analyze data, and arrive at informed solutions.
Questions and concerns in evaluations should be challenging and encourage critical and creative thinking.
Teamwork: In many STEM disciplines, collaboration is critical. Therefore, assessments may include teamwork
components where students must collaborate on projects or solve problems. This assesses individual skills
and students' ability to work effectively in groups.
Results Presentation: Effectively communicating findings and results is essential to STEM. Assessments may
require students to present their findings clearly and concisely through written reports, oral presentations, or
digital media. This assesses your ability to communicate scientific and technical information effectively.
Formative Assessment: Besides summative assessments (which measure learning at the end of a period),
formative assessment is critical in STEM. This involves continuous feedback during the learning process.
Educators can use regular feedback and formative assessments to help students identify areas for
improvement and adjust their study approaches.
Learning Portfolios: Instead of relying solely on standard exams and tests, students can compile learning
portfolios that include projects, assignments, reports, and reflections throughout their STEM education. This
provides a holistic view of your progress and achievements.
Authentic Assessment: Authentic assessments involve the application of knowledge and skills in situations
that mimic those in the real world. This may include solving problems based on real scenarios or creating
practical solutions to current STEM challenges.
Rosales-Romero L. Physics education in the training of engineers for digitized industry