A Pedagogical Framework for Teaching Verilog-Based Digital System Design Using Inquiry-Based Learning

Authors

  • Audre Arlene A. Vidyavardhaka College of Engineering Mysore
  • Jagadeesh Basavaiah Department of Electronics and Communication Engineering, Vidyavardhaka College of Engineering
  • Chandrashekar Mohan Patil Department of Electronics and Communication Engineering, Vidyavardhaka College of Engineering
  • Geethashree A. Department of Electronics and Communication Engineering, Vidyavardhaka College of Engineering

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26049

Keywords:

Inquiry-Based Learning, Digital System Design, Verilog, Engineering Pedagogy, Problem-Solving, Student Engagement.

Abstract

This study investigates the application of Inquiry-Based Learning (IBL) in the context of Digital System Design (DSD) with Verilog to address limitations of traditional teaching approaches. Conventional instruction in hardware description language courses emphasize syntax and procedural knowledge but often neglect critical thinking and problem-solving skills essential for engineering practice. To overcome these challenges, an IBL framework was designed and implemented, wherein students engaged in guided exploration, hypothesis generation, and iterative project development. The paper details the instructional design, deployment strategies, and evaluation of IBL-based modules, demonstrating that the approach enhances both conceptual understanding and practical competence in Verilog. Comparative observations revealed improvements in student engagement, design skills, and debugging strategies, with measurable gains in creativity and independent inquiry. The results suggest that incorporating IBL into DSD curricula not only strengthens technical expertise but also cultivates the higher-order thinking skills necessary for modern engineering challenges.

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Published

2026-02-17

How to Cite

A., A. A., Basavaiah, J., Patil, C. M., & A., G. (2026). A Pedagogical Framework for Teaching Verilog-Based Digital System Design Using Inquiry-Based Learning. Journal of Engineering Education Transformations, 39(Special Issue 2), 407–415. https://doi.org/10.16920/jeet/2026/v39is2/26049

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

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