Refining Engineering Identity Framework for Implementation In Engineering Education – A Literature-Based Analysis

Abstract This paper offers a refined framework for Engineering Identity and its implementation in engineering education. Engineering is portrayed as a multifaceted discipline that leverages scientific, mathematical, and technical knowledge to design, create, and enhance various structures, machines, systems, and devices to address practical challenges and fulfill human needs. It is an action-oriented profession seeking change into a desired future state. The essential skills of critical thinking, problem-solving, creativity, and systematic thinking are those that engineers employ to innovate and implement projects across diverse industries, such as civil, mechanical, electrical, chemical, aerospace, bioengineering and computer engineering. This study emphasizes defining engineering identity within the context of undergraduate engineering education, recognizing this phase as pivotal for the development and evolution of an individual’s identity as an engineer. By scrutinizing definitions of engineering identity from the literature, a refined framework is distilled to support engineering education. The integrated definition for engineering identity is the activity of perception, identification, and corroboration by the student, validated through their interests, opportunities, competence, performance, and recognitions, that is influenced by their prior identity formed by personal, social, educational, and professional experiences. A deeper understanding and cultivation of engineering identity is needed to enrich the educational journey of students and equip them with the necessary skills and mindset for successful careers in the engineering field.