Structural Model of Perceived Interdisciplinary Competency Development Through Computer Aided Engineering Drawing in Computer Science and Engineering Curricula
Keywords:
Engineering Education, CAED, Interdisciplinary Competency, Structural Equation Modeling, Curriculum Design, Student PerceptionAbstract
This research examines the impact of Computer-Aided Engineering Drawing (CAED) programs on the development of perceived interdisciplinary competency in engineering and computer science courses through Structural Equation Modeling (SEM), focusing on two mediating mechanisms: student attitudes toward CAED programs and the learning process within a supportive institutional environment. The structural equation model explained a substantial proportion of the variance in perceived competency (R² = 0.744) and indicated that both attitudes (β = 0.787) and learning experience (β = 0.782) were considerably influenced by CAED program design. Competency mediated by student attitudes (β = 0.229) and by learning experience (β = 0.370) had significant indirect effects, and the institutional context itself positively impacted competency (β = 0.327), likely reflecting the resources available and the promotion of interdisciplinary teamwork. Overall, the results highlight the significance of designing CAED programs in accordance with industry requirements, alongside active learning methods that foster positive student perceptions, and the importance of robust institutional support systems that equip students with the competencies required in modern engineering practice. The study is limited by its cross-sectional nature and single-institution sample. Future research can examine the long-term effects of these relationships, investigate how institutional variables may moderate them, and test the validity of the relationships across multiple institutions.
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