In this paper we describe main pillars and the concept during the development of the course focusing on the environmental and social impacts of AI-powered engineering systems. The course is a part of the EU Erasmus+ project: Ethical Engineer. Our goal is to inspire to systems thinking and sustainable engineering approaches. Artificial Intelligence (AI) is transforming industries, governance, and society to new and before unset levels. This rapid expansion introduces significant environmental, ethical, and socio-economic challenges. In our project, we examine how engineering practices can enable long-term impact through sustainable AI, emphasizing the dual perspective of AI for sustainability and sustainability of AI. A framework integrating energy-efficient architecture, ethical governance, lifecycle thinking, and socio-technical alignment is analyzed. In our investigations we work with sustainable AI engineering and its balance performance with environmental responsibility, equity, and long-term societal value.

This Using AI in university education offers significant advantages but also comes with notable pitfalls. The integration of Artificial Intelligence (AI) in engineering education has the potential to revolutionize learning and teaching practices, preparing future engineers for the demands of a high technology industry all over the world. This paper explores the multifaceted applications of AI in engineering education, focusing on personalized and enhanced learning, innovative and personalized assessment, and intelligent tutoring systems. AI-driven platforms enable tailored educational experiences by adapting content delivery to individual learning styles and enhancing student engagement and comprehension. AI tools facilitate efficient evaluation and feedback, giving the educators more time to focus on mentorship and innovation. Intelligent tutoring systems provide real-time assistance, simulating one-on-one guidance in problem-solving and professional skills development. This study also addresses challenges and pitfalls connected to AI’s uses in education, such as ethical considerations, equity in access to AI technologies, and the need for interdisciplinary curricula that merge AI principles with traditional engineering education. Successful implementations and emerging trends of AI’s potential will cultivate critical thinking, creativity, and lifelong learning in engineering students, shaping a resilient and adaptive workforce for the future.

In this paper we describe the objectives and the strategy we decided to follow in order to promote the project and its results as well as the commitments to keeping project results safely in use in the years following project completion. This strategy has been developed for the promotion of the Erasmus+ project: Ethical Engineer. This paper provides general information and recommendations to achieve optimal results for the project's exploitation success. The individual activities of all the partners are included in these strategies. Key issues and quality criteria must be considered when implementing dissemination actions, and our strategy offers practical recommendations at this level. We introduce tools for evaluating dissemination activities. Sustainability strategy will ensure project’s results and outcomes to be successful. Promotion and sharing strategy, detailing planned and suggested dissemination actions are essential. This strategy will guide the partners throughout the project's duration. The effective use of project outcomes relies heavily on successful dissemination activities. That is why we are sharing and disseminating our project from the very beginning to all target groups with interest in engineering education.

This paper presents the developments of the Erasmus+ project Ethical Engineer: Integrating teaching ethics in artificial intelligence and robotics into Engineering Education. The Ethical Engineer project goal is to enhance AI education by promoting truthful AI in Europe, with authentic ethical, social, and legal aspects in engineering education and training. We focus on engineering and robotics students on university level. In general, ethics in engineering education today is multifaceted, reflecting the complexity and global impact of the engineering profession. By integrating ethics into every aspect of engineering education, from classroom learning to professional development, engineering programs will graduate not just skilled engineers, but responsible, ethical professionals committed to the greater society. The project brings together a diverse mix of participating organizations that complement each other in terms of expertise, experience, and perspectives. The consortium consists of universities with a strong academic foundation with advanced knowledge in AI, robotics, and data science, as well as access to cutting-edge research and innovation. The organization of engineering education facilitate the exchange of best practices, ideas, and resources among their member institutions, broadening the project's results and impact. This collaboration is further enhanced by the practical industry experience and insights on AI ethics by professional company partners. We describe the goals of this project and give a case example of how to include ethics in engineering education.

With the increasing interconnectedness of the world, globalization has become a prominent factor influencing various sectors, including engineering education. This paper explores the multifaceted impacts of globalization on engineering education, examining both the challenges and opportunities it presents. The globalization of engineering education is reshaping curricula, teaching methodologies, and the skills demanded of future engineers. We examine the significance, benefits, and challenges of international activities for engineering students, such as study abroad programs, international internships, and collaborative projects with institutions worldwide. The impact of international experiences on students' technical skills, cultural awareness, adaptability, and overall professional development is described. The findings indicate that international activities offer invaluable opportunities for students to broaden their horizons, gain exposure to diverse engineering practices, and develop essential soft skills required in today's globalized engineering landscape. The role of international collaborations in fostering innovation, promoting interdisciplinary learning, and addressing global engineering challenges is presented. The challenges discussed relate to cultural diversity, curriculum standardization, and the integration of global perspectives into local contexts. This paper concludes with recommendations for curriculum development, pedagogical practices, and policy initiatives aimed at promoting a globally competent engineering workforce equipped to address the complex challenges of the 21st century.

She is also the president of the EAEEIE -European Association for Education in Electrical and Information Engineering, which is a European non-profit organization, with members from nearly seventy European Universities, most of them teaching in the area of Electrical and Information Engineering (EIE).Anna Friesel is a member of the IEEE Educational Activities Board (EAB) Faculty Resources Committee (FRC).The mission of the EAB FRC is "to promote the continued evo-

The importance of microcredentials has grown in recent years. The gap between study programs offered by Higher Education Institutions and the industry job demands gave rise to more open and bitesize modules in the shape of Open Educational Resources, MOOCs and microcredentials. This article shows two novel cases bridging this gap based on the recognition of the competences learning units. In addition, the article elaborates on how these competences were selected and what approaches are appropriate for the recognition of these competences. Therefore, we describe how learning outcomes are mapped to competences in tow disparate lifelong learning contexts. Finally, lessons learned and cues for further research are discussed.

In this paper we present the current results of a project supported by EU (Erasmus+ project), STEMSOFT. The project aims to prepare training programmes for STEM candidates with non-technical skills such as critical thinking, idea generation and interdisciplinary ways of working alongside their technical hard STEM skills. The consortium comprises different work cultures and training traditions and with input from international perspectives through the range of associated partners. Based upon a survey to explore which of the non-technical skills, soft skills and transversal skills are needed for different target groups, we identified 15 STEM-oriented learning outcomes covering these skills. These are the basis for developing training programs in an EQF/ECVET format. This mapping corresponds to a Skills bank and ESCO system (ESCO-European Skills, Competences, Qualifications and Occupations is the European multilingual classification of Skills, Competences and Occupations) to secure transferability between existing training provisions and the additional STEMSOFT training. This in turn will boost the employability of candidates and their access to the labour market. The partners collate several OERs (Open Educational Resources), including MOOC-type resources, to be made available via a learning environment which will cater for a wide audience and will provide in addition training courses in soft skills tailored to the specific target groups we aim in the project.

Increased demands from industry for specialists in engineering and in general on STEM jobs in Europe and all over the world need a more diverse skills profile comprising both hard skills and core transversal competences like digital skills and soft skills. Preparing engineering and STEM candidates with non-technical skills, including skills such as critical thinking, idea generation and interdisciplinary ways of working, seems particularly important and a necessary task. Regardless of the domain of soft skills in any workplace, education at the colleges and universities is no stranger to this fact. However, despite the growing interest in incorporating soft skills in engineering studies curricula, there is no common agreement in many aspects. For example, it is not clear which soft skills should be selected, how they should be taught, or how they should be assessed. On the other hand, there are also differences depending on the university institution involved or the geographic area. At present, the recent push towards digital transformation that society now requires has increased the number of frameworks and lists of soft skills. Another characteristic of these skills is that they need to be acquired in an active way, which has become a challenge that has given rise to multiple pedagogical approaches. The objective of this paper is to present our investigations to identify the common soft skills that are occupationally required in the job market in Europe and beyond, and academically fostered for engineering graduates.

Innovation is considered a key factor for companies operating in competitive markets. In consequence, the European Society for Engineering Education (SEFI) considers it as one of the crucial skills that newly graduated engineers should be educated on. It can be seen as a responsibility of universities’ staff to provide the needed knowledge, skills, and attitudes that would enable graduated engineers to identify the companies' needs to obtain effective innovations. To develop this last aspect, the University must allow students to have the opportunity to get acquainted with students from other countries working in the same innovation development project.In this paper, an experience is presented that analyses the collaboration among five university partners. Students of these institutions have collaborated in 8 innovation engineering projects that were carried out in the fall of 2019. In February 2020, a symposium was organized in Eindhoven, The Netherlands, where students showcased their innovations. In total, about 67 students from different nationalities collaborated in these 8 projects. This paper will cover the experiences of students and teachers in these international innovation engineering projects.

Global and collaborative engineering projects across borders are reality in industry today. However, most of the universities fight with different obstacles to develop and train international collaboration skills in engineering programs. In this paper, we present different methods to prepare students and faculty for globalization. All methods we describe to train international/global skills have advantages and disadvantages. In this paper, we present our experience and students' opinion on international training. We continuously develop all the named forms of international collaboration and work on to include more faculty members in this work. Our goal is to develop needed global, multicultural and interdisciplinary skills in engineering programs, prepare students for their future jobs in global world and increase the faculty engagement in international collaboration.

This Engineering education has to prepare graduates at all levels, BSc, MSc and PhD, for their future jobs in high technology companies. Many aspects, not only the professional knowledge, have to be taken into account in order to ensure students preparedness to work in continuously changing environments in modern industrial companies. Because the conditions for high technology companies are changing very in 21-st century, it is very important for universities to empower the cooperation with industry to ensure up-to-date engineering education. This include also students' internships in companies and completion of students' Bachelor thesis in companies and with companies' supervisors. DTU Diplom has a long tradition for cooperation with Danish industry and about 85-95% of our students complete theirs Bachelor thesis in companies. In this paper, we describe different ways we cooperate with companies in order to ensure that most of our students have the possibility for internship in industrial companies and subsequently complete their Bachelor thesis in the same company. This university- industry cooperation benefits students, companies and university, because our students get skills necessary for their future jobs by direct participation in companies' everyday work.

In the current global business environment, the ability of engineering and engineering technology graduates to work effectively in virtual teams becomes an important part of educational objectives for universities and colleges around the world. The virtual team is a relatively new phenomenon, where many advantages exist for companies and its employees. A team could be assembled on short notice, employing the best specialists around the globe. It can be extremely flexible, inexpensive, and could improve resource utilization. It is possible to accomplish a goal and to disband a team as quickly as it appears. However, the concept comes with challenges, such as communication, which is less effective than face-to-face meetings. It is also harder to manage virtual teams. Time differences, lack of socialization, coordination, technical issues, and technological proficiencies are among other potential problems. This paper describes a series of international collaborative projects between US and Danish students, the challenges they faced, possible solutions, and lessons learned.

Most undergraduate students do not have the opportunity to travel abroad and experience and develop communication skills with others cultures. However, in this global world, today's engineer is likely to have to work in global international teams with colleagues from other nationalities. The challenge for many engineering curricula is how to include, in a realistic way, this global dimension. In the engineering technology (ET) program of the Purdue Polytechnic Institute, an international capstone project has been operating for the past five years. This international capstone project is a version of the normal, industry sponsored, multi-disciplinary capstone team project that is required of all ET students. In the international project, the team is composed with student team members from a non-US university. So far, teams have been formed with universities in Denmark, Germany, Poland, Netherlands, Switzerland, and Peru. The full team works on one integrated project in which the cultural dimensions are revealed and appreciated by the team members. Ideally, the project topic is proposed by a company with a global footprint in both the U.S. and in proximity to the foreign institution. Most of the global project is carried out using the full range of electronic communication tools such as email, skype, and blogs. In addition, two exchange trips are made with team members traveling to their opposite foreign location with the logistics of housing are accommodated by the host students for a total immersion experience. Ideally the first trip occurs near the initiation of the project for planning, organizing and conceptualization. One of the challenges is the synchronization of the two curricula and the academic schedules of the two institutions. This paper describes the various methods and flexibility used to accommodate this integration as well as gives examples of projects that have been completed.

Practice-based Experiential Learning Analytics Research and Support (PELARS) is a project about learning and making. The PELARS project finds ways of generating "analytics" (data about the learning process and analysis of this data), which helps learners and teachers by providing feedback from hands-on, project-based and experiential learning situations. In this paper, we present our proposal for improving analytics education with hands-on, project-based and experimental scenarios for engineering students. This is done through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU Diplom (Technical University of Denmark, Campus Ballerup, Denmark). The PELARS project provides technological tools and ICT-based methods for collecting activity data ( moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM.

Practice-based Experiential Learning Analytics Research and Support (PELARS) is a FP7 EU program proposing to contribute to introduce new educational technologies. University of Craiova (UCV) was one of the PELARS partners. In this paper is presenting how the teaching and training experience acquired by authors during their activities at UCV and at The Romanian Agency for Quality Assurance in Higher Education (ARACIS) was used to support the activities and PELARS level. Correspondently, the paper discusses how the results obtained in the frame of PELARS could be useful for the day by day activities at UCV and ARACIS, including the process of EURopean Accredited Engineer (EUR ACE) label providing. The main idea is that the changing world must be followed be changing updated education technologies.

The FP7 PELARS (Practice based on Experiential Learning Analytics Research and Support) project deals with the problem of developing a new educational technology for practical activities.As it is stated into the project proposal, the project produces and evaluates technology designs for analytic data generation for constructivist learning scenarios in Science, Technology, Engineering and Math (STEM) topics, including: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs.The project addresses three different learning contexts (postsecondary design studios, postsecondary engineering sciences classrooms, and secondarylevel high school STEM learning environments) across four national settings in the EU.In the upper defined context, this paper deals with the problem of adapting the accreditation of the engineering programs to the new educational technologies.

The development of new educational technologies, in the area of practical activities is the main aim of the FP7 PELARS project. As part of the constructivist learning scenarios, according to the pr ...

In this paper we describe the proposal for improving analytics education with hands-on, project-based and experimental scenarios. This is the objective of the PELARS project, with twelve European Partners that have all been chosen for their specific expertise and skills in the fields of this project. The Consortium includes seven universities, three small medium enterprises and two non-profit organizations. The partners are from ten different countries (Belgium, Denmark, Germany, Ireland, Italy, Romania, Spain, Sweden, Switzerland and United Kingdom). This geographical distribution is due to the desire to build a Consortium mainly based on a thematic structure, and aimed at achieving a large interdisciplinary network of excellence. In this paper we describe how we identify curriculum areas within engineering education at two participating universities: Technical University of Denmark, Denmark and University of Craiova, Romania. This is the basis to identification of suitable PELARS toolkits.