English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Future engineering professionals have to deal with increasing complexity and uncertainty, as global challenges, such as climate change, globalisation and digitalisation, require creative, innovative solutions and interdisciplinary perspectives. Accordingly, engineering graduates have to be prepared to deal with those kinds of problems at different levels. Coping with uncertain and highly complex problems as well as learning from them is referred to as resilience. However, it is not well understood how and to what concern resilience is discussed in engineering education. Therefore, this systematic literature review aims to clarify meanings, definitions and applications of resilience within engineering education. We reviewed 67 research articles and found that resilience in engineering education is either linked to engineering students as a personal attribute or to systems, in this case describing a teaching content. Moreover, the concept of resilience was seldomly defined and explained, indicating that future research should put greater emphasis on doing so.

Does engineering education research address resilience and if so, how? – a systematic literature review