An Outcome-Based Learning Framework for Promoting Critical Thinking in Undergraduate Engineering Students

1. Introduction

In the dynamic landscape of contemporary society, the role of engineers transcends mere technical proficiency. Contemporary engineers face an increasing demand to navigate complex challenges, exercise critical analysis, and foster innovation. However, the conventional paradigms of engineering education have primarily emphasized the dissemination of factual knowledge and technical skills, inadvertently overshadowing the imperative development of critical thinking capacities in undergraduate engineering students.

Recognizing the paramount significance of fostering robust critical thinking skills among engineering graduates, there arises an urgent need to reassess and fortify prevailing methodologies in engineering education. In this context, the proposition of an outcome-based learning framework emerges as a promising avenue to bridge the existing gap. By deliberately integrating critical thinking as a pivotal objective and crafting a meticulously structured framework to nurture its evolution, educators can seamlessly instill critical thinking skills across the spectrum of the engineering curriculum.

The significance of the chapter lies in its profound implications for the evolution of contemporary engineering education. By addressing the deficiencies in conventional instructional methodologies and emphasizing the pivotal role of critical thinking, the chapter endeavors to spearhead a transformative shift in the pedagogical landscape of engineering education. Through the introduction of an outcome-based learning framework, the chapter advocates for a systematic integration of critical thinking as a fundamental educational outcome, thereby fostering a generation of engineers equipped with the multifaceted skills necessary to navigate the complexities of the modern world.

By providing a comprehensive understanding of the theoretical underpinnings of critical thinking in the context of undergraduate engineering education, the chapter sets the stage for a comprehensive restructuring of curricula and teaching methodologies. It underscores the vital role of critical thinking in empowering engineers to analyse, evaluate, and synthesize information effectively, enabling them to make informed decisions and devise innovative solutions to intricate challenges. Moreover, by incorporating case studies and practical examples, the chapter serves to demonstrate the successful implementation of outcome-based learning frameworks, thereby offering tangible evidence of the efficacy of the proposed approach.

Furthermore, the chapter's emphasis on fostering critical thinking skills aligns with the evolving demands of the contemporary engineering profession. As industries increasingly seek engineers capable of adapting to the rapid pace of technological advancements and approaching problem-solving from interdisciplinary perspectives, the integration of critical thinking within engineering education becomes not just desirable but essential. This shift in focus has the potential to bridge the gap between theoretical knowledge and practical application, equipping engineering graduates with the intellectual agility and analytical acumen necessary for success in their professional endeavours.

Ultimately, the chapter's significance extends beyond the realm of academia, as it aims to catalyse a paradigm shift within the engineering community at large. By advocating for the incorporation of effective strategies for fostering critical thinking, the chapter endeavours to contribute to the cultivation of a workforce of engineers who are not only technically proficient but also adept at innovating and adapting to the ever-evolving demands of the global landscape.