Understanding Professional Learning Practices of Engineering Educators: Insights From the SPARK-ENG Program

To meet our institutional demands for enhancing engineering education, we developed a professional learning program to comprehensively support our engineering educators at our university. In this study, we investigated participants’ authentic professional learning experiences that emerged from their engagement with the program through interpretive inquiry, framed by complexity theory. Data analysis revealed that the program enabled participants to experience four-layered learning practices that functioned as learning systems—an evolving learning process. This process empowered them to transition from knowledge recipients to active and authentic educators. Our program provides a valuable reference for creating supportive environments for engineering educators’ professional learning.