Embedding Inquiry-Based Learning in Engineering Chemistry: A Case Study with Mechanical Undergraduates

Authors

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

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26023

Keywords:

Inquiry-Based Learning (IBL), Engineering Chemistry, Interdisciplinary Education, Student Engagement, National Education Policy.

Abstract

This study explores the integration of Inquiry-Based Learning (IBL) into the Engineering Chemistry curriculum for first-year Mechanical Engineering students, with a focus on the Electrochemistry module. Conducted over 16 weeks with 114 students divided into two sections, the research employed a mixed-method design incorporating pre-/post-tests, surveys, reflection journals, and project presentations. The results indicate significant conceptual gains (22.4% in Section A and 27.1% in Section B) and heightened student engagement, particularly in the section supported by digital learning tools. Students demonstrated improved higher-order thinking, interdisciplinary reasoning, and contextual application of chemistry in mechanical contexts such as corrosion protection and material selection. The effective use of chemistry vocabulary and real-world analogies suggested deeper conceptual understanding and increased scientific literacy. The study highlights the feasibility of embedding IBL within existing syllabi without structural overhauls, aligning with the National Education Policy (NEP) 2020’s vision of experiential and flexible learning. Recommendations include expanding IBL to other topics and initiating faculty development programs. The findings support IBL as a scalable, impactful pedagogical model to nurture research-oriented, interdisciplinary thinkers in engineering education.

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Published

2026-02-18

How to Cite

DSouza, S. M., & M., P. (2026). Embedding Inquiry-Based Learning in Engineering Chemistry: A Case Study with Mechanical Undergraduates. Journal of Engineering Education Transformations, 39(Special Issue 2), 184–194. https://doi.org/10.16920/jeet/2026/v39is2/26023

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
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Europe PMC

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