Embedding Research-Based Learning in Undergraduate Engineering Curriculum: A Case Study on Material Selection Pedagogy

Authors

  • Poornesh M. St Joseph Engineering College, Vamanjoor, Mangaluru
  • Smitha Maria DSouza Department of Chemistry, St Joseph Engineering College, Vamanjoor, Mangaluru

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26022

Keywords:

Engineering Education Reform; Interdisciplinary Curriculum; Material Selection; Research-Based Learning (RBL); Undergraduate Research Integration.

Abstract

This study presents a structured model for integrating Research-Based Learning (RBL) into the second-year Material Selection module of an undergraduate mechanical engineering program. Recognizing the gap between theoretical knowledge and real-world application, the model embeds an interdisciplinary, research-oriented assignment that leverages students’ foundational understanding of chemistry to inform material selection decisions. Implemented over a 16-week semester with 88 students across 30 academically balanced teams, the activity emphasized teamwork, inquiry, and applied problem-solving. Quantitative results demonstrated a 73% improvement in conceptual understanding, as measured by pre- and post- intervention assessments. Qualitative analysis revealed enhanced articulation, critical thinking, and interdisciplinary application, particularly in connecting principles of chemical bonding and degradation to mechanical performance. Faculty observations and student feedback confirmed increased engagement, collaboration, and research curiosity. Aligned with the National Education Policy (NEP) 2020 and global engineering education trends, the model demonstrates strong potential for scalability across departments and institutions. It provides a practical framework for early research engagement, preparing students for complex, real-world challenges. The initiative affirms that embedding structured research into the core curriculum not only enhances academic outcomes but also transforms students into confident, inquiry-driven engineers.

Downloads

Download data is not yet available.

Downloads

Published

2026-02-18

How to Cite

M., P., & DSouza, S. M. (2026). Embedding Research-Based Learning in Undergraduate Engineering Curriculum: A Case Study on Material Selection Pedagogy. Journal of Engineering Education Transformations, 39(Special Issue 2), 174–183. https://doi.org/10.16920/jeet/2026/v39is2/26022

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

References

Ahel, O., & Schirmer, M. (2022). Education for sustainable development through research-based learning in an online environment. International Journal of Sustainability in Higher Education, 24(1), 118–140. https://doi.org/10.1108/IJSHE-07-2021-0305

Al-Maktoumi, A., Al-Ismaily, S., & Kacimov, A. (2016). Research-based learning for undergraduate students in soil and water sciences: A case study of hydropedology in an arid-zone environment. Journal of Geography in Higher Education, 40(3), 321–339. https://doi.org/10.1080/03098265.2016.1140130

Amiri, S. M. H. (2025). Project-Based Learning Pedagogy: Bridging Theory and Practice for Real-World Impact (SSRN Scholarly Paper No. 5333995). Social Science Research Network. https://doi.org/10.2139/ssrn.5333995

Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N. M., Varma-Nelson, P., Weston, T. J., & Dolan, E. L. (2014). Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. CBE—Life Sciences Education, 13(1), 29-40. https://doi.org/10.1187/cbe.14-01-0004

Bowyer, D., & Akpinar, M. (2024). Experiences of academics and undergraduate students on research-based learning: A tale of two institutions. Innovations in Education and Teaching International, 61(1), 45–56. https://doi.org/10.1080/14703297.2022.2149606

Daryanes, F., Zubaidah, S., Mahanal, S., & Sulisetijono. (2025). Building students’ research skills in environmental science courses with research team-based learning. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2567. https://doi.org/10.29333/ejmste/15893

DeChenne-Peters, S. E., Rakus, J. F., Parente, A. D., Mans, T. L., Eddy, R., Galport, N., Koletar, C., Provost, J. J., Bell, J. E., & Bell, J. K. (2023). Length of course based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC). PLOS ONE, 18(3), e0282170. https://doi.org/10.1371/journal.pone.0282170

Ghannam, R., & Chan, C. (2023). Teaching undergraduate students to think like real-world systems engineers: A technology-based hybrid learning approach. Systems Engineering, 26(6), 728–741. https://doi.org/10.1002/sys.21683

Hassaniyan, A. (2024). Revisiting the debate about teaching-research nexus relevance. Research in Education, 00345237241301919. https://doi.org/10.1177/00345237241301919

Headley, M., & Benson, L. (2024). Literature Review Paper: Exploring Engineering Students Perceptions of Engineering Accreditation. 2024 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1–6. https://doi.org/10.1109/WEEF GEDC63419.2024.10854967

Hussain, W., Spady, W. G., Khan, S. Z., Khawaja, B. A., Naqash, T., & Conner, L. (2021). Impact Evaluations of Engineering Programs Using ABET Student Outcomes. IEEE Access, 9, 46166–46190. https://doi.org/10.1109/ACCESS.2021.3066921

Lee, G., Chai. (2024). Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices: Innovative Strategies and Best Practices. IGI Global.

Li, C., & Li, X. (2025). A systematic review of the teaching-research nexus in language teacher education. System, 129, 103595. https://doi.org/10.1016/j.system.2025.103595

Masbukhin, F. A. A., & Kusmawan, U. (2025). Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding. JTK (Jurnal Tadris Kimiya), 10(1), Article 1. https://doi.org/10.15575/jtk.v10i1.40828

Merino-Soto, C., Fernández-Arata, M., Fuentes-Balderrama, J., Chans, G. M., & Toledano-Toledano, F. (2022). Research Perceived Competency Scale: A New Psychometric Adaptation for University Students’ Research Learning. Sustainability, 14(19), Article 19. https://doi.org/10.3390/su141912036

Muhammad, R., Zahid, M. N., Khan, N. A., Rehman, M. U., Khan, N. B., & Akhtar, U. A. (2021). A comparative analysis of outcome-based and conventional education systems in mechanical engineering program. 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE), 1–6. https://doi.org/10.1109/SLAE54202.2021.9788086

Nand, A. A., Menon, R., Bhattacharya, A., & Bhamra, R. (2022). A review of sustainability trade-offs affecting suppliers in developed and less developed countries. Journal of Business & Industrial Marketing, 38(3), 463–483. https://doi.org/10.1108/JBIM-04-2021-0213

Nguyen, V. H., Halpin, R., & Joy-Thomas, A. R. (2024). Guided inquiry-based learning to enhance student engagement, confidence, and learning. Journal of Dental Education, 88(8), 1040–1047. https://doi.org/10.1002/jdd.13531

Patel, J. (2023). Experiential Learning Pedagogies and Practices. In J. Patel (Ed.), Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms (pp. 129–153). Springer International Publishing. https://doi.org/10.1007/978-3-031-23539-9_7

Persano Adorno, D., & Pizzolato, N. (2025). Benefits of a physics-driven interdisciplinary final project for mechanical engineering undergraduates. International Journal of Mechanical Engineering Education, 03064190251319413. https://doi.org/10.1177/03064190251319413

Qizi, C. D. O., O’g’`li, P. U. X., & Rajabboyovna, K. X. (2024). Incorporating Real-World Applications into Chemistry Curriculum: Enhancing Relevance and Student Engagement. FAN VA TA’LIM INTEGRATSIYASI (INTEGRATION OF SCIENCE AND EDUCATION), 2(1), Article 1.

Ruth, A., Brewis, A., & SturtzSreetharan, C. (2023). Effectiveness of social science research opportunities: A study of course-based undergraduate research experiences (CUREs). Teaching in Higher Education, 28(7), 1484–1502. https://doi.org/10.1080/13562517.2021.1903853

Sapovadia, V. K., & Patel, V. (2025). Know Your Student: Curiosity to Innovation, Mapping the Ecosystem of Education to Enhance Student Engagement, Motivation, and Problem-Solving Skills (SSRN Scholarly Paper No. 5203466). Social Science Research Network. https://doi.org/10.2139/ssrn.5203466

Shakir, S. (2024). Safe Spaces to Discuss Wicked Problems: A Staff and Student Co-Creation Project on Addressing the Awarding Gap. Social Sciences, 13(12), Article 12. https://doi.org/10.3390/socsci13120653

Shayesteh, H. (2025). Integrating the United Nations Sustainable Development Goals into Engineering Education: A Practical Framework for Developing Future Leaders in Sustainability. 2025 IEEE Global Engineering Education Conference (EDUCON), 1–10. https://doi.org/10.1109/EDUCON62633.2025.11016529

Singha, R., & Singha, S. (2024). Application of Experiential, Inquiry-Based, Problem-Based, and Project-Based Learning in Sustainable Education. In Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices (pp. 109–128). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-9859-0.ch006

Snelson, C., Ching, Y.-H., Hsu, Y.-C., Perkins, R., & Alfieri, M. (2024). Gamified online course design: A scoping review of the research. Distance Education, 45(2), 260–280. https://doi.org/10.1080/01587919.2024.2338709

Sukackė, V., Guerra, A. O. P. de C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability, 14(21), Article 21. https://doi.org/10.3390/su142113955

Thiem, J., Preetz, R., & Haberstroh, S. (2023). How research-based learning affects students’ self-rated research competences: Evidence from a longitudinal study across disciplines. Studies in Higher Education, 48(7), 1039–1051. https://doi.org/10.1080/03075079.2023.2181326

Yang, L., Ni, H., & Zhu, Y. (2025). Data-Driven Mental Health Assessment of College Students Using ES-ANN and LOF Algorithms During Public Health Events. Informatica, 49(13), Article 13. https://doi.org/10.31449/inf.v49i13.7388

Yang, Y., Chan, C. K. K., Zhu, G., Tong, Y., & Sun, D. (2024). Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students. International Journal of Computer Supported Collaborative Learning, 19(2), 231–272. https://doi.org/10.1007/s11412-024-09421-8