Self-Regulated Learning (SRL) Strategies on Engineering Faculty Members, Executives, and Students

Abstract

The Indian engineering faculty members need to be exposed to self-regulated learning strategies and adult learning methods to plan effective competency development programs for the engineering graduates. The engineering students need to be informed on the industry needs and the performance desired in the workplaces. Without a focus on improving skills analysis, planning, design concepts, and high-order cognitive skills, problemsolving abilities and critical thinking skills, many engineering students performed poorly in the basic and core engineering courses. Some of the students displayed a negative response for a few applied science courses. These are due to their self-regulated learning system. In this research, six batches of engineering faculties have been trained to focus on the students' self-regulated thinking, acting, behaving, and engaging in purposeful activities. The impact is that the engineering students actively manage their metacognition, motivation, and behavior after passing through the self-regulatory process. The trained faculties prepared their instructional design on the needs of the contextual knowledge and their utility on Thanikachalam Vedhathiri National Institute of Technical Teachers Training and Research, Chennai. vthani2025@yahoo.in professional development. The increase in pass percentage after redesign improved to 16.17% in the basic courses, 17.37% in the core courses, and 5.99% in the advanced courses. When the faculty members are trained in the appropriate instructional design to meet the demands of the fast-growing and knowledgebased economy, this resulted in unprecedented students' success not only in their examinations but also in their performances in the workplace. Further, the executive and employee development programs are to be carefully planned and implemented to get maximum return on the investment (ROI) in the fastchanging manufacturing technology.