Outcomes-based Approach in Engineering Education for Special Education Need Students: Psychology and Rehabilitation Elements

Abstract

Over the last several years, engineering education has made great progress by introducing Outcome-Based Education (OBE). The paradigm changes from teacher-centered to student-centered in teaching and learning have occurred with the outcome-based approach. Since the 1990s, outcome-based education has been applied globally. The acceptance of OBE occurred due to the signing of the Washington Accord. It is now required as part of certification by the National Board of Accreditation, the leading organization for assessing the quality of engineering schools in the United States. While the good outcomes of integrating OBE in engineering education seem unavoidable, the issue is whether faculty members are equipped to execute the technique. This study aims to explore the influence of OBE on engineering education. A survey is used to conduct the investigation. The observations are positive; the notion of OBE permeates Engineering education in terms of evaluation, delivery, reflection, assessment, and curriculum design, but further training in specific areas is necessary.