Designing Future-Ready Engineering Curricula

Denny K. S. NG, Dean and Professor, Faculty of Engineering and Technology, Sunway University, in a conversation with Higher Education Review, discussed about the transformation of engineering education in light of the fast-paced developments in artificial intelligence. He explained how emerging digital skills are required of engineers in the future while retaining the fundamentals. Denny emphasized that engineering education needs to incorporate hands-on projects, and industry works as means for students to exercise their problem-solving skills for real-world problems.

Professor Ir. Dr Denny Ng Kok Sum is actively involved in various professional bodies including IChemE and the Young Scientists Network–Academy of Sciences Malaysia (YSN-ASM)—he is a Fellow of both IChemE (UK) and The Higher Education Academy (UK). He also holds professional registrations as a Chartered Engineer (Engineering Council UK), Professional Engineer (Board of Engineers Malaysia), and ASEAN Chartered Professional Engineer. He is currently leading the development of a RM50 million research living laboratory at Sunway University, aimed at achieving net-zero sustainability goals.

How can engineering curricula remain relevant in the face of rapidly evolving technologies like AI and quantum computing? What mechanisms can universities use to quickly update courses to reflect industry changes?

AI has advanced so rapidly that everyone is now compelled to engage with it. AI has its origins in mathematical programming and mathematical equation, where there is the focus is on substitutions and logic. Although the ideas have existed for a long time, growth has always been limited due to the scope of computational power. It is important to have the right skill to deal with AI-generated outputs. One of the deficiencies today is that there is a large amount of data, equations, and information that are generated by AI. However, without a proper background of knowledge, individuals cannot validate the outcomes. Through the advancement of AI, there is additional skill sets needed.

Engineers typically use linear programming, algebraic approaches, and trend analysis to model behavior. Now with AI, they can predict behavior and begin doing multi-dimensional analysis via artificial intelligence. In the past, engineers relied on models in two dimensions; now they are developing ways to analyze more dimensions. This is a skill set that needs to be developed, but engineers must still make sense of AI results via their knowledge.

It is important for engineers, educators, and university faculties to continuously update themselves and keep academic programs with industry needs. It is the responsibility of educators to stay informed about the latest developments, focus on emerging skill sets, and ensure that students do not lose sight of fundamental knowledge. Future engineers must retain strong fundamentals while also developing additional digital skills.

Beyond technical skills, what competencies should future engineers master to thrive in Industry 4.0 and beyond?

Students must have a solid understanding of their technical skills. Going beyond theoretical knowledge, they need to develop analytical thinking and apply the practical insights gained from textbooks. Being able to apply knowledge to creative solutions in the real world is one of the key tenets of engineering, and it is paramount to being a professional.

In addition to technical capabilities, students must learn new skills including artificial intelligence (AI), data analytics, and programming. Proficiency in AI and Python is becoming an increasingly expected baseline. Knowing data analysis, employing various statistical analysis techniques, and data mining is essential. These competencies are the next stage of professional skill sets. The previous focus has been on soft skills vs. hard skills, and the next area that needs emphasis is digital skills.

How do we balance foundational theory with hands-on, project-based, and experiential learning?

Students need to balance the other areas of interest and specialization. In the engineering field, learning is most effective when there is hands-on experience. Theoretical knowledge is only beneficial when the theory can be applied in a practical application. To implement this, institutions should arrange experimental setups and special laboratories, including structural labs, equipment labs, and automation labs.

Collaborating with industry professionals enhances this learning journey by exposing students to actual real-world practices, which could prepare them for professional roles and job interviews. This approach enables students to gain not only a solid theoretical foundation but also practical experience through engagement in actual industry-relevant projects.

How can we assess whether graduates are truly future-ready and not just academically accomplished?

In a competitive landscape, it is crucial to pursue both academic qualifications and professional certification. Professional certifications are widely recognized within industry and indicate a candidate’s applied knowledge and experience. The additional focus on professional certification helps to bridge the gap between academic learning and industry expectations, which provides certainty to students that they not only have qualifications but are also industry-ready.

When students get experience with industry-based projects as part of their undergraduate studies, they gain valuable experience that enhances their ability to communicate, present ideas, and provide thoughtful insights during their interviews. This readiness not only reflects their ability to succeed in the workplace, but the characteristics and attributes that employers seek in the next generation of professionals.

How can engineering programs prepare graduates to work in global teams while solving local problems?

Even if the students are in different locations, exposure is an important aspect of their studies, as it exposes them to international perspectives and encourages them to learn differences in global geographical needs. For instance, civil engineering students need to understand variations in weather, environment, and work culture in the various countries and regions. Exposing students to an international curriculum, travel opportunities, regional mobility, and summer camps gives them a broader mindset and allows them to think globally while studying. The fundamentals remain the same, but applications differ. Therefore, students need exposure to different settings and need to learn from each other. In addition, institutions should collaborate with industry professionals and international researchers to provide students with further exposure and learning opportunities.