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

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)

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)

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)

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)

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)

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

ISSN-E: 2737-6419

Athenea Journal,

Vol. 4, Issue 13, (pp. 34-44)

Overcoming these challenges in engineering education through properly implementing STEM methodologies

is essential to prepare future professionals to face the constantly evolving technological and scientific

challenges.

III. METHODOLOGY

In this work, a content analysis of publications from 2020 to the present has been carried out, which involves

the necessary aspects of training students in engineering careers. It is intended to know if the incorporation of

STEM methodologies influences the professional quality of the future engineer. In this sense, Table 1 shows

the principal internationally recognized authors and their contributions to STEM methodologies for vocational

training.

Note. p= p-value (0.05); Chi2= value of the statistic; Df= Degrees of freedom.

Table 1. Principal authors and their contributions to STEM methodologies.

Thematic Relevance: The articles had to deal with the importance of incorporating STEM methodologies in

the training of engineers.

Publication in Recognized Scientific Journals and Conferences: Inclusion of articles published in peer-

reviewed scientific journals and renowned academic conferences.

Publication Date: Articles published in the last five years.

Geographic Focus: International studies were included.

Type of Research: Qualitative and quantitative research, systematic reviews, meta-analyses, and case

studies, among others, were considered, provided that they included aspects of this research.

Educational Focus: Articles had to somehow address engineering education or engineering programs.

Either from the levels of education such as undergraduate, graduate, or technical education.

For the classification of these documents, the following criteria were taken into consideration:

Inclusion Criteria:

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)

Thematic Irrelevance: Articles that do not focus on the importance of STEM methodologies in engineering

training were excluded.

Non-Scientific Sources: Non-academic sources, such as unverifiable websites, personal blogs, or non-peer-

reviewed sources, were excluded.

Language: Articles that were not in Spanish or English were excluded.

Old Publication Date: Works published outside five years were excluded.

Duplicates: Duplicates or similar articles were avoided in the literature review.

Lack of Access: Non-open access works were excluded.

Exclusion Criteria:

IV. RESULTS

The results of the literature review on the teaching of physics in the training of engineers are presented with

an overview of the results found:

Physics represents a fundamental basis in the training of engineers. The review showed how understanding

physical principles is essential to success in engineering and how this discipline provides the theoretical

foundation needed to tackle complex problems.

The different teaching methodologies used in training engineers in physics include traditional approaches,

such as lectures and laboratories, and more innovative techniques, such as project-based learning or

simulation teaching.

Identifying the challenges and obstacles engineering programs face when teaching physics is essential. This

includes a lack of resources, a student understanding gap, or the need to improve pedagogy. It is observed

that engineering schools tend to have high academic demands and little empathy between teachers and

students.

The review provided an insight into the effectiveness of specific pedagogical strategies used in teaching

physics to engineers; in this sense, the primary methods used in engineering training are simulations and

experimental practices, project-based learning, case studies, and online resources.

Evaluating how teaching physics influences student performance and success in engineering programs is

essential. Table 2 shows the contributions of physics in engineering and its participation in the training of

engineers.

Table 2. Contributions of physics in engineering.

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)

Research on new methodologies, technologies, or pedagogical approaches in physics education for

engineers makes it possible to identify and report on these innovations and their potential impact. This shows

that the contribution of physics helps train engineers to develop new technologies and innovations (Table 3).

Table 3. Engineering developments that include contributions from physics.

Research on new methodologies, technologies, or pedagogical approaches in physics education for

engineers makes it possible to identify and report on these innovations and their potential impact. This shows

that the contribution of physics helps train engineers to develop new technologies and innovations (Table 4).

Table 4. Present and future trends for physics education.

The review also identified areas where further research is needed. Table 5 shows the main areas where new

research and development is required for engineering physics.

Table 5. Research areas for engineering.

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)

Other areas that could be of interest in the engineering areas and that focus on areas essential in current

professional training and necessary for new professionals in the digitalized industry are presented in table 6. It

is important to highlight that as progress technology and social characteristics are transformed, new areas

may emerge that adapt to the realities of the moment and adapt to the demands of the professional of the

future.

Table 6. Other areas of interest for the training of engineers.

A strong background in physics remains essential for engineers, as it provides a fundamental theoretical

and conceptual foundation for understanding and addressing complex problems in various engineering

fields.

Physics plays a crucial role in the digitized industry by supporting the development of advanced

technologies, such as electronics, programming, artificial intelligence, and quantum technology.

Engineers with a background in physics can work on multidisciplinary projects, combining their knowledge

of physics with digital and technological skills to tackle complex challenges.

Engineers with a background in physics are well known for their ability to innovate and problem-solve,

making them valuable assets in the digital industry, where creativity and problem-solving are constantly

required.

Understanding physical principles is essential to address sustainability and social responsibility issues in

the digital industry, such as energy efficiency and data management.

Professionals in the digital industry must commit to continuing education to keep up with ever-evolving

technological and scientific advances, including understanding the underlying physical principles.

CONCLUSIONS

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)

REFERENCES

[1] E. Flores-Ferro, F. Maureira-Cid, M. Hadweh-Briceño, S. Gutiérrez, Á. Silva-Salse, S. Peña-Troncoso, F.

Castillo, P. G. Flores, F. Pauvif, V. Bahamondes, G. Zapata and J. Zavala-Crichton, «Level of satisfaction of online

classes by Physical Education students in Chile in times of pandemic,» Challenges, pp. 123-131, 2021.

[2] UNESCO, "Engineering for Sustainable Development," 2021. [Online]. Available:

https://agenda2030lac.org/es/organizaciones/unescoingenieria-para-el-desarrollo-sostenible.

[3] L. González, «Importance of statistical thinking in engineering and its relationship with complex and creative

thinking,» Minerva Journal, vol. 2, nº 6, pp. 22-27, November 2021.

[4] B. Mielnik, «Scientific Fiction and General Relativity,» Breakthrough and Perspective, vol. 35, pp. 34-40, 1988.

[5] PHET, "Physics Simulator," [Online]. Available: https://phet.colorado.edu/es/simulations/atomic-interactions.

[6] M. Pérez, J. Ramos, J. Santos, and R. Silvério, «Use of Scilab software as a didactic tool in electrical circuits

laboratory practices,» Energy Engineering, 2022.

[7] H. Garcia, J.-R. Morones, and L. Toledo, «Gravitational waves; a new contact of physics with technology,"

Ingenirías, vol. IX, nº 31, pp. 24-39, 2006.

[8] L. Romero, V. Santucci, and J. Bourlot, "Design of Didactic Material for STEM Careers: Application of a

Methodology for the Implementation of a Competency-Based Learning Object for the Teaching of Use Case

Technique," IEEE Xplore, Aveiro, Portugal, 2023.

[9] M. Puertas, R. Gallego, and R. Bravo, "Incorporation of student-centered teaching strategies in developing

technical subjects with Project-Based Learning," University of Granada, Spain, 2022.

[10] CCA, "David Kolb model, experiential learning," 2000. [Online]. Available:

http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/modelo_kolb.htm.

[11] D. Granados, E. Ibáñez and H. Reyes, «Soft skills from the perspective of problem-based learning by John

Dewey of psychologists in the training of the tenth semester of the Villa del Rosario headquarters of the

University of Pamplona,» Perspective Magazine, 2022.

[12] L. Darling-Hammond and J. Baratz-Snowden, 'A Good Teacher in Every Classroom: Preparing the Highly

Qualified Teachers Our Children Deserve,' Educational Horizons, vol. 85, no. 2, pp. 111-132, 2007.

[13] M. Resnick and N. Rusk, «Coding at a Crossroads,' COMMUNICATIONS OF THE ACM, vol. 63, no. 11, pp.

120-137, 2020.

[14] J. Hattie, Visible Learning, London: Routledge, 2008.

[15] E. Mazur, Peer Instruction: A User's Manual, USA: Prentice Hall, 1997.

[16] L. Crumpton-Young, P. McCauley-Bush, L. Rabelo, K. Meza, A. Ferreras, B. Rodriguez, A. Millan, D. Miranda,

and M. Kelarestani, "Engineering Leadership Development Programs: A Look at What is Needed and What is

Being Done," Journal of STEM education, vol. 11, no. 3, 2010.

Rosales-Romero L. Physics education in the training of engineers for digitized industry