Challenge-Based Learning and ICT Integration in Mechanical Engineering Education: A Case Study on Mechanical Engineering Design Courses

Abstract

This paper presents an innovative, practice-driven approach to mechanical engineering education by integrating Challenge-Based Learning (CBL) and digital tools in two core courses: Mechanical Vibrations and Acoustics (MVA) and Mechanical System Design (MSD). In MSD, a focused design hackathon was introduced, engaging students in real-world, interdisciplinary challenges in pressure vessels, gearboxes, and material handling systems. Students employed ICT tools such as MATLAB, AutoCAD, and ChatGPT to simulate, model, and present integrated design solutions. In MVA, simulation-based and video-driven assessments enabled students to visualize vibratory phenomena and communicate engineering concepts effectively. Analysis of course-end survey data from 82 students revealed strong outcomes: over 85% reported high achievement of course outcomes, especially in practical application and integration of design standards. Program Outcomes such as teamwork, ethics, and societal awareness were rated as significantly enhanced, alongside Program Specific Outcome 01 (PSO01)—the ability to apply mechanical design principles and codes to real-world problems. Students expressed high satisfaction with the clarity of learning objectives, relevance of assessments, and the creative, collaborative learning environment. These findings underscore the pedagogical effectiveness of CBL and ICT-enhanced strategies in fostering deep learning, professional skills, and engineering judgment. The approach offers a scalable and replicable model aligned with NEP 2020 and ABET standards, preparing students for complex, multidisciplinary challenges in modern engineering practice.