"The basis of every nation is the education of the young," says Greek philosopher Degenes Ierteusi. This statement briefly describes the importance of education in modern society. Given the complexity of global challenges, such as sustainable resource consumption and adaptation to climate change, the culture of engineering education is important to society. The nature and training of future engineers is essential to finding innovative solutions to address these challenges and to apply technologies that improve the quality of life for all.

More engineers are needed to meet the growing global demand in this area. To this end, culture of engineering education should be promoted and encouraged to be studied. The Engineering Education Initiative develops projects with private sector partners that encourage the study of engineering in secondary and higher education.

Basically mind-set and and perspective planning. Ambition plays a key role besides environment both from family and community.

"The basis of every nation is the education of the young," says Greek philosopher Degenes Ierteusi. This statement briefly describes the importance of education in modern society. Given the complexity of global challenges, such as sustainable resource consumption and adaptation to climate change, the culture of engineering education is important to society. The nature and training of future engineers is essential to finding innovative solutions to address these challenges and to apply technologies that improve the quality of life for all.

More engineers are needed to meet the growing global demand in this area. To this end, culture of engineering education should be promoted and encouraged to be studied. The Engineering Education Initiative develops projects with private sector partners that encourage the study of engineering in secondary and higher education.

So, complementing Isam's answer: to find innovative solutions to environmental challenges ahead of us, we need an Engineering Education that is transformative, dynamic, and transdisciplinary. In this sense, we need a mindset that enables growth, creativity (thinking outside the box) and interconnectivity with others, so that a new mentality can emerge at individual and social levels.

I agree with some of the other posts. Particularly vasudeva rao b.s in his post that includes other parts that make culture. Keeping in mind that culture depends on our ability to learn, culture can and is changeable. Therefore I think there is a distinct culture of Engineering Education, which will be transformed post education to an Engineering Professional Culture. Many of the items Isam Issa Omran points out are attributes that make the cultures important, and that make the Engineering Education Culture more successful. Andrea C. Val also describes attributes that are important to the Engineering Education Culture, and these attributes will become important to the Engineering Professional Culture forming a base of information that will ultimately be built on. Cultural learning depends on both our ability to learn, and also on our ability to teach and mentor. In my opinion, Engineering Education is a method of developing an Engineering Professional Culture that is important for all the reasons cited in other posts. Both would be sub-cultures for the main culture of the individual who walks the path of Engineering Education to become an Engineering Professional.

La Naturaleza como la señalas, atiende el sentido ontológico de la ingeniería, su génesis, la razón de ser del saber tecnológico. Mientras que la cultura ( con "c" minúscula) se conforma de los rituales, de sus formas de actuación, que obedecen a la deontología de las profesiones y que se adquieren dentro de las comunidades escolares. Por otra parte la Cultura (con "C" mayúscula) hace referencia al saber ilustrado desde el cual se concibe a la educación como un título nobiliario, que se acredita por los grados obtenidos y lo que ello representa dentro de los grupos sociales.

La Mentalidad vista así se configura como el ideario y la misión que la Ingeniería lleva como impronta en la formación del estudiante que cursa una carrera profesional tecnológica.

It is a new information for me that such difference is made in university curriculum. But it could be that the terminus "engineering educatin has another meaning that I understand.

I would say that the difference between nature and culture is the difference between the What (the nature or content of the education) and the How (the culture). The first relate to formal education, the first ingredient of the professional competence, the second relate the values, the 4th ingredient of professional competence ( cfr the work of Pr. Schwartz (University of Provence)). In essence the second relates to the common heritage of the organisation ( school, company, society, family) in which the engineer lives and acts. As a simple example, it is likely that the culture will be impacted whether the engineer works as a scientist or as a project engineer in civil work. Both nature and culture evolve with long life learning.

I am not an engineer, but there's culture of male-dominance in Engineering that I think higher education needs to address, so that we can have balanced solutions to problems. That mentality has existed for decades and we need to change this fixed mindset, even more so with the advent of Industry 4.0., the new industrial revolution of the 21st Century.

Best regards,

Debra

The nature of engineering education is both academic and professional, preparing students for engineering practice. Ideally, these aspects are also in a meaningful relationship in the curriculum, but the dual nature ideal is simultaneously a source of tensions. The culture of engineering is not only that of an academic discipline with a distinctive knowledge domain influenced by the institutional structures and traditions of higher education within which teaching and learning take place.

I agree with dr. Kumar in his answer.

Engineering, science, and technology also influence (and are influenced by) society. Our human values, needs, or problems often determine what questions scientists investigate and what problems engineers tackle.

Dear Ljubov van Beek, it is not that I disagree with the majority of the answers that you have given, on the contrary, all of them seem right to me.

But I interpret your question in the same sense as Manuel Villaruel-Fuentes did (I regret that he did not translate his answer into English, so that everyone could read it).

In this order of thoughts, culture is the communication language of a group; in this case the engineers, but it could be the doctors or the soccer players. They are those terms that they use and that for them has a certain meaning that not all other people know or recognize.

To acquire this language there is a process of education and training, which in the case of engineers are the set of skills and techniques that are learned throughout their studies. By the way, each engineering has its "culture" and its "education" very different.

In this sense, with regard to the observation of Debra Sharon Ferdinand-James, in some of my systems engineering courses I had as many female students as there were male students and in production engineering, in most cases, they were more women than men. With this I say that the skills to obtain a degree in engineering do not depend on sex, but on the desire and effort that is made to achieve it.

As President Emmanuel Macron recently told an impertinent young man, revolutions are made working. In sometimes it is necessary working hard.

I hope I have not deviated from the subject and many successes in your research.

Best regards,

José Hernández.

I am a little confused about this debate. Even complex to define, we can have ideas about the specific engineer culture which is for instance different from artistic culture. But what about the nature of engineer education ? Or, is the question : what are the differences between culture and nature within engineering education ? In that case, it is the debate between nature and culture, the answer of it needs years of studies and cannot be done just by ambiguous question and quick answers… May be the question was to try to distinguish between the distinct relevance of culture and nature in the engineering education cornerstone (?). An engineer acts on nature with a background of rational culture, but science has shown that Nature answers to rational and technicaly organised questions… The difference between Culture and Nature is an historicaly constructed one, although the successes of this construction demonstrates that it has certainly a profound meaning. Well, I propose that this question should be re-formulated to be, at least, useful for thought.

Our mindset can be the drive, the motivator, if the set is not firm and has the ability to flex and grow. The mentality can be a perspective, and the result of growth, yet, it also is a motivator. The synergy of both promotes brain plasticity. Geography and environment influences culture and genetics traversing to mindset and mentality. The hard-wired mindset needs constant questioning for growth. This comes from mentality. Nature is indigenous and derived from biology. Culture is a response to environmental conditions so we progress from our nature and biological proclivities and fundamental desires with cultural mindsets and mentality. This is important for STEM such as engineering to understand to broadening science's ability to contribute. Thus, the importance of Humanities and Social Science is found in these tenets. Both work together.

I agree with views of dr. Isam

Again, greetings to all the esteemed colleagues who are followers of this question. Last week I submit to the Research Gate platform, the Spanish version and the English version of the work: Multicriteria models to evaluate social development projects [New version], what we assume may be in the interest of all of you.

I apologize to those who receive this information multiple times, since I am sending it to several questions related to the subject.

Thank you for your attention and I hope you find the information useful.

Best regards,

José Hernández.

https://www.researchgate.net/publication/330205251_Modelos_multicriterio_para_evaluar_proyectos_de_desarrollo_social_Nueva_version?_sg=-kvK9X0bzxMahqSlW07QkmzFnhDBAoWH5RgS2uwZvCOL_CMOE2P-9-0hA85EG7X4l-4GTMNWR2uMTJ5B8Ks5hxVMxEy9iULap7QfAfUz.SDl1CjD-_Gc_FAvKYD1YlNXOXTMLbA4_iR5GwJ4xApIdL-NR_6HdVD_kinFOZ7hC4_bsbjKiYmbltNswb_XAvg

https://www.researchgate.net/publication/330354600_Multicriteria_models_to_evaluate_social_development_projects_New_version_Modelos_multicriterio_para_evaluar_proyectos_de_desarrollo_social?_sg=-kvK9X0bzxMahqSlW07QkmzFnhDBAoWH5RgS2uwZvCOL_CMOE2P-9-0hA85EG7X4l-4GTMNWR2uMTJ5B8Ks5hxVMxEy9iULap7QfAfUz.SDl1CjD-_Gc_FAvKYD1YlNXOXTMLbA4_iR5GwJ4xApIdL-NR_6HdVD_kinFOZ7hC4_bsbjKiYmbltNswb_XAvg

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