Engineering education is undergoing significant transformation in response to rapid advances in artificial intelligence, FinTech, Big Data, digital technologies, automation, robotics, and other emerging fields, as well as evolving industry and workforce requirements. Traditional engineering curricula increasingly need to adapt to prepare graduates with not only strong technical knowledge, but also interdisciplinary, entrepreneurial, financial, digital, analytical, and problem-solving capabilities.
This track focuses on innovative approaches to the design, development, implementation, and evaluation of engineering education curricula. It provides a platform for researchers and educators to examine curriculum reform in response to emerging technologies, industry needs, digital transformation, and changing professional competencies. Particular attention is given to interdisciplinary education, AI and FinTech, entrepreneurship and innovation, technology-enhanced learning, future skills, and the integration of emerging technologies into engineering programmes.
The track welcomes theoretical, empirical, and practice-based contributions that advance understanding of how engineering curricula can remain relevant, flexible, industry-responsive, and future-oriented in a rapidly changing technological and socio-economic environment.
This track welcomes original research, systematic reviews, case studies, design-based research, and evidence-informed practices addressing, but not limited to:
New models, frameworks, strategies, and approaches for designing and reforming engineering curricula in response to technological and societal change.
Integration of AI, FinTech, Big Data, advanced computing, robotics, automation, blockchain, and other emerging technologies into engineering education.
Integrating engineering with business, finance, FinTech, entrepreneurship, psychology, data science, computing, and other disciplines to develop broader professional capabilities.
Developing entrepreneurial capabilities, innovation skills, venture creation, technology commercialisation, and enterprise development within engineering programmes.
Digital learning environments, AI-enabled learning, intelligent learning systems, data-driven education, FinTech education, online and blended learning, and emerging educational technologies.
Curriculum responses to AI, FinTech, digital transformation, Industry 4.0, changing workforce requirements, professional competencies, and graduate employability.
Work-integrated learning, engineering projects, innovation challenges, entrepreneurship incubation, problem-based learning, and authentic industry and community engagement.
Innovative assessment approaches, competency-based education, learning outcomes, curriculum evaluation, accreditation, and continuous quality improvement in engineering education.
Xi'an Jiaotong-Liverpool University, China
Dr. Mustafa Ozguven is an Associate Professor at Xi’an
Jiaotong-Liverpool University (XJTLU), where he is affiliated with the
Entrepreneurship and Enterprise Hub. Prior to his academic appointment,
he held senior executive leadership roles in multinational organizations
across the finance, technology, and international development sectors,
including Director-level, Chief Marketing Officer, and Chief Executive
Officer positions, as well as advisory engagements with international
institutions and corporations.
Dr. Ozguven is an Honorary Research Fellow in the School for Data
Science and Computational Thinking at Stellenbosch University, Cape
Town, South Africa, Doctoral Supervisor at the University of Nottingham
Malaysia, and Visiting Professor at multiple international higher
education institutions. He serves as a reviewer for SSCI Q1 journals and
has published multiple papers in SSCI-indexed outlets. He has delivered
faculty training workshops focused on AI-driven entrepreneurship at
Stellenbosch University, South Africa. His research lies at the
intersection of entrepreneurship, international business, and emerging
technologies, with particular emphasis on artificial intelligence,
autonomous vehicle technologies, and corporate social responsibility. A
core strand of his scholarly work focuses on the internationalization of
entrepreneurship education, examining how digitally enabled,
cross-border pedagogies foster entrepreneurial competencies, global
mindsets, and responsible innovation. He maintains extensive academic
and industry networks across Africa, Europe, the Americas and Southeast
Asia. He is committed to evidence-informed, technology-enhanced, and
industry-engaged learning, and regularly contributes to international
academic conferences and professional development initiatives.
Submit your papers or abstracts through the Electronic Submission System and select Track 1 during the submission process. Alternatively, email your manuscript to eeit_general@163.com with "Track 1" in the subject line.
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