Engineering education: pedagogy and practice within Newfoundland and Labrador's post-secondary engineering curricula

The purpose of this study is to examine the pedagogical practices of post-secondary engineering educators in Newfoundland and Labrador. Recognizing that instructional methods can play a critical role in student learning, the study explores current teaching strategies, the extent to which active learning principles are integrated into engineering instruction, and the ways digital technologies are employed to support the learning process. Grounded in an interpretivist paradigm, the research employed a qualitative intrinsic single case study design with embedded units, capturing insights from educators and students across diverse engineering programs. The data collection instruments were comprised of an online questionnaire and semi-structured interviews designed to gather rich, contextual data from the study's participants. Subsequently, thematic analysis of the data revealed patterns associated with instructional practices, instructional preferences, challenges, and the use of digital technologies. The findings revealed that while many educators value active learning and are increasingly experimenting with student-centered approaches, lecture-based instruction continues to dominate for a variety of reasons. Many students also expressed a preference for active learning strategies. In addition, the study identified a range of digital technologies supporting instruction, including specialized software and laboratory equipment. This research contributes to provincial and national engineering education goals by showing areas of potential improvement and innovation in engineering pedagogy.