Practice-Focused Teaching Strategies in Engineering Education: A Systematic Review of Competency Development and Implementation Contexts

Abstract

This study uses a systematic literature review method to analyze 30 high-quality literatures to comprehensively explore the application status of practice-oriented teaching strategies in engineering education, the effect of ability training, and the influencing factors of its implementation context. The study found that a variety of practical teaching strategies have been developed in the field of engineering education, including project-based learning, work-integrated learning, and service learning, and these strategies are undergoing a transformation from fragmented application to systematic integration. These teaching strategies aim to cultivate students' technical professional ability, general ability, and comprehensive literacy, but their effectiveness is affected by multiple contextual factors such as institutional environment, resource conditions, teacher roles, and industry participation. The evaluation method also shows a trend of change from single evaluation to multiple, from terminal to formative, and from teacher-led to multi-subject participation. The research results support an integrative, contextualized, and developmental view of engineering education reform, emphasizing the importance of systematic thinking and adaptive implementation, and providing theoretical guidance and practical paths for cultivating engineering talents that meet future needs.