book chapter
Engineering students encounter rising complexity and uncertainty due to societal challenges such as climate disruption and rapid technological shifts. In response, degree programmes increasingly prioritise resilience, enabling graduates to adapt to and learn from adversity while navigating unpredictable career transitions. Resilience can be integrated into curricula through specific pedagogical methods, such as problem-based learning, challenge-based learning, design thinking, and collaborative teamwork. However, simply adding resilience components into courses without critical assessment is problematic. Educational strategies must adopt contextual and intersectional approaches to address the broader systemic factors and structural barriers that unequally affect student well-being and mental health across diverse cohorts.
As modern engineers confront complex crises like climate change, their capacity to handle difficulty is vital. Preparing students effectively requires universities to rethink teaching methods while ensuring institutional support systems address the structural obstacles that affect diverse student groups.
The concepts can inform curriculum development frameworks and instructional design models for higher education institutions and training providers. Because the text presents pedagogical concepts and theoretical guidance rather than a commercial product or service, the abstract does not indicate an application pathway for direct technology commercialisation.
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Future engineers face growing complexity and uncertainty when addressing global crises and societal challenges, including climate and technological change. This necessitates equipping engineering students with the ability to navigate complexity and adapt to career transitions, leading to an increased emphasis on resilience within degree programmes. Resilience, broadly defined as the ability to adapt to, and learn from, adverse situations, has become a focal point in policies and a desirable attribute for graduates. In this chapter, we define resilience and discuss reasons why its significance is growing within engineering education. Following this, we present ways resilience can be included within engineering education, notably through the use of problem and challenge-based approaches, design thinking, and teamwork. We conclude by cautioning against uncritically embedding ‘resilience’ into engineering courses. Instead, we emphasise the need for contextual and intersectional approaches that account for the systemic factors and structural barriers that differentially impact student experiences and mental health.
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DOI: 10.59490/mt.266.71
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