Faculty Attitudes Toward Implementing Innovative Teaching and Learning Approaches in Engineering Education: A Study on Exposure to Outcome-Based Education (OBE)

Abstract

Because of the rapid improvements in engineering education, creative teaching and learning strategies are required in order to elevate the level of student involvement and the outcomes of their education. The concept known as Outcome-Based Education (OBE) has evolved as a transformational approach that changes the focus away from the conventional delivery of information and towards the quantifiable capabilities of students. In this study, faculty members' perspectives on the implementation of OBE in engineering education are investigated, with a particular focus on their exposure, views, and the difficulties they face while adopting this method. The methodology utilised was a survey-based approach, and responses were collected from engineering faculty members working at a variety of universities. With some faculty members noting the benefits of OBE in boosting student learning and employability, the data indicate a mixed welcome. On the other hand, some faculty members note problems such as increased workload, lack of institutional support, and reluctance to change. The research highlights the importance of implementing targeted training, administrative encouragement, and regulatory reforms in order to promote the smooth integration of OBE into engineering courses. Insights such as these add to the continuing discussion regarding the enhancement of engineering education via the implementation of pedagogical innovations that are both organised and outcome-driven.