I can say the following:

1. Moving from basic science to applied science

2. Clarification and building the platform to how things work as justified by science

3. Adding a cause-effect sense to applications

4. Training individuals to do systemic thinking based on models, frameworks, and techniques

5. Always going back to the essentials in case of forgotten principles

6. Paving the ground toward creativity and innovation in the service of MAN

I can say the following:

1. Moving from basic science to applied science

2. Clarification and building the platform to how things work as justified by science

3. Adding a cause-effect sense to applications

4. Training individuals to do systemic thinking based on models, frameworks, and techniques

5. Always going back to the essentials in case of forgotten principles

6. Paving the ground toward creativity and innovation in the service of MAN

ohh where is my answer.i actually recommended Hussin.

I added that  the days of technological innovations,both individualsed instruction and group instructions should use blended method of teaching and learning.

Having graduated in engineering physics and also obtained a graduate certificate in teaching science, I think the subject is of interest for me.

I think linking with practice is essential for engineers. Go to the essential and never rush materials, listening to student and asking question. Providing clear practical demonstration with analogies.

Also this could help

https://www.quora.com/How-do-I-become-a-good-physics-teacher

I felt this question has high significance now-a-days, and I wonder why not many went into the thread? The blending of science and Engineering is not something new, though it s need today is highest to boost creativity and practical innovation.

I must agree 100% with Prof Hejase. The fact that some engineering fraternities are basically in denial of the potential impact of a more scientific approach to the characterisation of, for example, naturally available materials in the provision of bulk infrastructure such as roads, is incomprehensible. I am limiting my comments to my line of expertise, i.e. road pavement design and construction.

Many of the tests still entrenched in pavement engineering to characterise and classify materials have been empirically derived some more than a century ago. In short, these tests ensure that materials are classified in order to limit the presence of any minerals that could potentially be harmful (or not?) over the design period of the road pavement structure. These empirically derived tests would basically ensure that any materials containing secondary minerals due to chemically weathering as a result of climatic influences (mostly in the hot/humid areas of the world) be classified as "sub-standard" or unsuitable for use in the load-bearing layers of the road structure.

Although the ability to determine the mineralogy of the material (chemical composition) has been also been available for almost a century, these scientifically sound tests are mostly being ignored. The entranced empirical nature of material testing to a large extent eliminates the effective testing and implementation of available new-age nanotechnology solutions that can eliminate the risks associated with the presence of secondary minerals for use in the upper layers of pavement structures. These technologies have been used in the built environment for about a century and a half to protect stone buildings against the detrimental effects of climate. The same technologies can effectively be used to enable naturally available materials to be used in all pavement layers.

However, an understanding of the basic chemical interactions and physics involved in the use of these nanotechnologies is required for engineers to have the confidence and ability to select a suitable material compatible nanotechnology solution in combination with an applicable stabilising agent. Archaic entranced empirically derived material characterisation and bearing capacity test should have no place in an era where 4RI is the buzz word. End product specifications based on sound scientifically tested engineering physics, using material compatible (in terms of mineralogy) proven nanotechnology modified stabilising agents should be the norm. An urgent change in the mindset of "traditional" pavement engineering methodologies is required to ensure that the basic concepts in terms of a scientific approach are implemented. Such a change could have a dramatic effect on the cost-effective provision of much-needed road infrastructure in the modern era. The lessons learnt from more than a hundred and fifty years of experience in the built environment must be used to fast track the implementation of these available and proven nanotechnologies in the field of road pavement engineering.

Excellent examples Dr. Gerrit. No doubt that going into the basic sciences to develop further existing practices will add much more than expected specially that characterization instruments are more sophisticated and able to provide visual evidence into the non level of things. Thank you Gerrit for such a strong exposition.

It is not only about the question of what to teach in applied physics for engineering careers (I fully agree with Hussin Jose Hejase ), but also about how to teach.

For example use of ICT in teaching physics at universities. You can find many articles that support use of ICT, on the other site you can find many critical articles on the benefits of ICT in education for example:

1. Shan, F. (2013). ICT in Education: A Critical Literature Review and Its Implications, International Journal of Education and Development using Information and Communication Technology, 9(1), 112-125 or

2. Wastiau et al. (2013). The Use of ICT in Education: a survey of schools in Europe, European Journal of Education. Oxford or Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24 or many more...

There are many factors influencing the use of ICT in education: school ICT equipment, equipment of computer classrooms (laptops, tablets, virtual laboratories, computer-aided laboratories), the self-confidence of teachers and pupils in their digital competences...

I think most important are teaching methods, for example, use of modern interactive teaching methods (for example Peer Instruction, Interactive lecture demonstrations, just in time teaching, cooperative problem solving, etc. See for example here:

Article Interactive Methods of Teaching Physics at Technical Universities

Article Development of students’ conceptual thinking by means of vid...

Article Application of Innovative P&E Method at Technical Universiti...