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In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany).

Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

INACAP is a Chilean university of applied sciences and vocational school (post-secondary education) with more than 27 campuses in different regions of Chile, that offer programs in informatics, mechanical, electrical, and civil engineering among others. Frequently, the teacher training programs in INACAP are designed from a generic vision of pedagogical competencies and not necessarily specialized for a particular discipline. This article contextualizes this situation with an analysis about the contemporary training programs for the development of pedagogical competences of the academic staff of INACAP, and at the same time exposes the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP. In general, the instrument and indicators seek to obtain information about: (i) experience and needs related to engineering didactic fundamentals, (iii) requirements for the structuring of teaching - learning processes in a university context, and the setting of objectives and contents of an engineering degree among others. Based on these results, a teacher trainings program for the academic staff of the engineering schools was designed. The project is led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP Talca, under the pedagogical support of the Technische Universitat Dresden (Technical University of Dresden, Germany), Faculty of Education.

This paper introduces the International Center of Engineering Education (CIEI) at the University of Talca (Chile), founded under principles, research and scientific work of IGIP and the Dresden School of Engineering Pedagogy. The starting point of CIEI was the cooperation between engineering faculties of Chilean universities and the TU Dresden in the PEDING-Project (research project in Engineering Education), led by Prof. Hanno Hortsch (TU Dresden-IGIP). Its main goal was designing a training course, based on IGIP curriculum, to improve the teaching quality of engineering educators, identifying some needed pedagogical competencies for teacher training, and skills and technological tools for engineering teaching related to industrial requirements. This course was the basis for a preliminary twelve modules training program developed by CIEI according to the learning module structure of IGIP and the TU Dresden. CIEI seeks to expand and continue the IGIP and the Dresden traditions of Engineering Education in Chile and Latin America, through the implementation of a training program for engineering educators, and the establishment of an international network for research and innovation in engineering and technology education between universities and companies in Latin-American and European countries.

This paper presents the results of the research project “Pedagogy in Engineering in Chilean Universities” (PEDING-Project). The aim of the PEDING-Project was the development and testing of training modules for teaching qualifications of teaching staff in academic Engineering Education based in the IGIP Curriculum offered for the TU Dresden. The project was led by Prof. Hortsch (Chair of Didactics of Vocational Learning of the TU Dresden and President of IGIP) and funded by the German Academic Exchange Service (DAAD). The PEDING-Project is a binational university effort – Germany and Chile and consisted of a group of academics from the Chair of Didactics of Vocational Education, Faculty of Education of the TU Dresden and Engineering Faculties of three Chilean Universities: Universidad Autonoma de Chile (UA), Universidad de Magallanes (UMAG) and Universidad de Talca (UTALCA).

This paper presents different aspects about the Needs-Oriented Approach on Engineering Pedagogy and Education developed since 1951 at the Technische Universitat Dresden (Germany). Prof. Hans Lohmann founded in 1951 the Engineering Pedagogy Institute at the TU Dresden in his quest to systematize and to professionalize at an institutional level the teaching and research in engineering. Engineering Pedagogy is an interdisciplinary scientific subject that collect the “needs” and “demands” of: engineering and technical sciences, pedagogy and didactic and the education system in itself (see Lohmann 1954; Melezinek 1999). Lohmann’s work is continued at the present at the Institute for Vocational Education at TU Dresden, in charge of Prof. Hanno Hortsch (currently President of IGIP), who leaded many research projects in engineering education in Germany and another countries. Kersten (2015) proposes a scheme that describes the factors that influence and condition the Engineering Education: (i) the economic sector, (ii) engineering sciences, (iii) society, and (iv) the student (see Kersten et al. 2015). The results of two surveys show the (1) “needs” of academic training related to the different pedagogical aspects, and (2) “needs” for different knowledge, skills and technological tools for the teaching in engineering careers in relation to current and future industrial requirements. A Needs-Oriented Engineering Pedagogy seeks to establish a teaching and learning process that is better focused on the context where it develops.

In the current realm of TVET educational services and management, there are absences of concrete techniques and guidelines to measure, evaluate, indicate, and identify overall qualifications and characteristics; as well as classify the types of bodies or organizations entering or having entered the status of “Center of Excellence for Technical Vocational Education and Training (CoE for TVET).” Hence, this study aims to investigate and develop excellence benchmarking techniques and guidelines for TVET providers who aim to achieve or have achieved the CoE status for TVET. This development integrated “Benchmarking”, a widely popular management tool for comparison and assessment; “Unique Selling Proposition”, a marketing-concept scope to seek distinct excellence for specific and well-rounded CoEs in TVET; and “Blue Ocean Strategy”, a strategic framework to confirm excellence statuses amid innovative differences and tactics. It is common for these developed techniques and guidelines to contain strict synthesis and analysis processes. However, they were not designed to be complex. On the other hand, they were projected to creatively provide manifold academic benefits, especially on precision, when it comes to selecting or determining CoE statuses for TVET. Furthermore, they can be used to extract elements for excellence and successes from lessons learned, as well as educate bodies or organizations which operate CoEs.

This qualitative study aims to promote a better understanding of definitions and classification of centers of excellence for technical vocational education and training (CoEs for TVET) using case studies that are existing and operational in Asia and Europe, i.e., Finland, Singapore and Thailand. Based on these cases, the analysis and synthesis of this study are projected to answer these key questions: What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” Are there any relevant or equivalent operating samples of COEs in TVET in Asia and Europe?

This paper presents the results of a survey focused on the evaluation of an academic training course related to the different pedagogical aspects that influence the training of engineers seeking to improve the quality of teaching and the academic training in the engineering faculties of three Chilean universities (Universidad Autonoma de Chile, Universidad de Magallanes and Universidad de Talca). The training course consists in six modules according to the curricula of the training program “INTERNATIONAL ENGINEERING EDUCATOR ING.PAED.IGIP” of the IGIP center at the TU Dresden, Faculty of Education. The course was offered in blended learning modality with participation of academics from different regions of Chile (Concepcion, Punta Arenas, Santiago, Talca y Temuco). This training program was developed and implemented within the framework of the project “Engineering Didactics at Chilean Universities” (PEDING-Project). The aim of the PEDING-Project was the development and testing of training modules for teaching qualifications of teaching staff in academic Engineering Education based in the IGIP Curriculum offered for the IGIP center at the TU Dresden. The project was led by Prof. Hanno Hortsch (President of IGIP) at the Chair of Didactics of Vocational Learning in the TU Dresden and has been financially supported by the German Academic Exchange Service (DAAD).

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

This paper presents the results of two surveys focused on the interests and needs of academic training related to the different pedagogical and technological aspects that influence the training of engineers in the engineering faculties of Chilean universities, seeking to improve the quality of the academic training and teaching-learning process. The first research was organized in the frame of the “Pedagogy in Engineering in Chilean Universities” project, led by the Technische Universitat Dresden (TUD) of Germany, and consisting of a group of academics from engineering faculties of three Chilean universities: Universidad Autonoma de Chile (UA), Universidad de Magallanes (UMAG) and Universidad de Talca (UTAL). The objective of the project is the development of tools to determine the training needs of trainers of engineers in the pedagogical field. The second research led by TU Dresden in cooperation with the Universidad de Santiago de Chile (USACH) is oriented to the development and testing of training modules for students and teaching qualifications of teaching staff in academic engineering education. Methodologically, two instruments were developed for the needs assessment, based on specific theoretical concepts of the engineering training as well as the experience in research projects of the TUD in this area. Booth projects are financially supported through of German Academic Exchange Service (DAAD).

International audience; In recent years, there has been an increasing interest for training future Healthcare professionals using a digital real like professional environment. An innovative interactive digital environment has been designed to train nurses to organize their job in a medical unit which hosts until fifteen patients. A set of interactive scenarios has been embedded in this game-based simulation. One of the critical point is to fit the educational content included in a scenario to the lesson duration. In this article, we present the method used to find a good balancing act between the time required to achieve a scenario and the educational content embedded in a digital game scenario.