Hibridni događaj

Program događaja

četvrtak, 28.5.2026 9:00 - 13:00, Galija, Hotel Admiral, Opatija 9:00 - 11:00 Radovi  1. E. Bączkowska, A. Kalinowska, K. Jankowska (Gdansk University of Technology, Gdańsk, Poland), P. Talbot (University of Applied Sciences Technikum Wien, Vienna, Austria) From Pilot to Practice: Teaching Communication and Collaboration Skills to Future Engineers  The ECO-GT project addresses the need to equip environmental engineering students with essential competencies for the green transition, including interdisciplinary problem solving, reflective practice, and professional communication. As traditional engineering curricula tend to prioritise technical content over communication and real-world problem framing, ECO-GT introduces communication-focused micro-modules that can be integrated into existing courses without major curricular restructuring. Within this framework, communication workshops were developed for engineering and master’s level students as a sequence of micro-modules addressing interpersonal communication, written reporting, and oral presentation skills. Drawing on authentic engineering contexts such as project teamwork, laboratory reporting, and environmental case studies, the workshops enabled students to engage in communication tasks directly linked to their technical learning. The pilot study examined the implementation of these modules within regular curricula. The results indicate that students value communication activities closely aligned with engineering practice and focused on producing concrete outputs. However, the effectiveness of the modules depends on contextual factors such as task design, group conditions, and instructional support. The findings also suggest that communication competencies vary in complexity: while genre-based skills are more readily adopted, more advanced interpersonal and professional communication tasks require greater learner confidence and structured pedagogical support. 2. K. Jankowska, E. Bączkowska, A. Kalinowska (Gdańsk University of Technolgoy, Gdansk, Poland) Field-Based Education in Environmental Engineering: The Spitsbergen Challenge Project  Environmental engineering education needs teaching models that connect subject knowledge with research practice, teamwork and responsibility for the environment. This paper presents the three-year Spitsbergen Challenge project carried out by the Microbiology in Environmental Engineering Student Research Club at Gdańsk University of Technology. The project is presented as an example of field-based learning, project work and student research supported by academic mentors. It was organised in two stages. Stage I focused on preparation through a computer game, field and laboratory camps, and training for work in expedition conditions. Stage II involved Arctic fieldwork, where students used their knowledge and skills in real field conditions. During the project, the initial plan was expanded from one camp and one expedition to several camps and two scientific expeditions to Spitsbergen. The project helped students develop technical skills related to field measurements, sample collection, data handling and quality control, as well as teamwork, communication, safety awareness and responsibility. Participant feedback also confirmed the educational value of the project. The results show that this type of project can effectively prepare technical university students for environmental and climate challenges. 3. B. Založnik, P. Bernad, E. Rihter, J. Rakun, M. Lakota (Faculty of Agriculture and Life Sciences, Maribor, Slovenia) Enhancing Digital Skills in Biosystems Engineering Education Through LiDAR-Based Learning  Abstract — Advances in sensing technologies are increasingly shaping modern engineering practice, yet their integration into undergraduate engineering education often remains limited to theoretical instruction. This paper presents a case study on the introduction of LiDAR (Light Detection and Ranging) data into a third-year Bachelor-level course Electronics and Automation within a biosystems engineering program. The teaching approach moved beyond theoretical explanations by providing students with hands-on access to a state-of-the-art LiDAR system (Robosense Airy). Students individually collected LiDAR data in real field conditions and worked with the acquired datasets to develop an understanding of spatial data, environmental representation, and how computational systems perceive the physical world. The focus was placed on applying LiDAR-derived data to biosystems-related problems, with brief attention given to data cleaning and preprocessing steps. The educational impact of the approach was evaluated through student feedback (n = 20) and reflective analysis of individual work. Results indicate increased student engagement and an improved understanding of spatial data concepts compared to previous theory-only teaching. The paper discusses the benefits and practical considerations of integrating real LiDAR data into undergraduate engineering education and highlights its potential for strengthening digital skills and environmental understanding in biosystems engineering curricula. 4. G. Vujisić, I. Črnjak, V. Zuppa Bakša, L. Tepeš Golubić (Zagreb University of Applied Sciences, Zagreb, Croatia) Karting as a Context for Innovative Approaches to Teaching Physics in Primary School  Teaching physics in primary school often encounters challenges related to student motivation and the comprehension of abstract physical concepts. Consequently, contemporary education increasingly adopts innovative teaching approaches that emphasise experiential learning and the interdisciplinary integration of educational content. This paper examines the use of karting as an educational context for innovative approaches to teaching physics in primary school. Karting offers a practical framework for exploring fundamental physical principles such as motion, forces, balance, aerodynamics and energy. By embedding physics concepts within a technically relevant and engaging context, it is possible to foster a clearer connection between theoretical knowledge and real-world applications. The aim of this paper is to highlight the educational potential of karting-based contexts in innovative physics teaching and to encourage further consideration of such approaches as a complement to traditional methods in primary education. 5. V. Rexhebeqaj Hamiti, F. Hyseni (University of Prishtina, Prishtine, Kosovo) Challenges in Mathematics Education for Engineering Students  Mathematics courses in engineering faculties constitute an essential component in the theoretical and practical training of engineering students, however, they present several challenges that directly affect academic performance and progress. A significant proportion of students encounter difficulties due to conceptual gaps inherited from secondary education, which become more pronounced in the face of the abstract nature and high demands of the university course. The intensive dynamics of teaching, together with the requirement to master complex mathematical models, often create excessive cognitive load and reduce the level of learning efficiency. The mismatch between mathematical theory and concrete engineering applications constitutes another challenge, as it reduces motivation and makes the learning process less meaningful. Likewise, the limited use of contemporary pedagogical methods and assistive technological tools limits the possibility of developing interactive and personalized approaches. This study aims to critically analyze the main challenges faced by engineering students in mathematics courses and to highlight the need for innovative pedagogical approaches, improved academic support, and deeper integration of practical applications to increase students' success and professional competencies. 6. B. Pejčinović (DEPARTMENT OF ELECTRICAL AND COMPUTER, PORTLAND, United States) Development and initial testing of AI tutors for microwave circuit design courses  Individual tutoring is among the most effective ways to enhance student learning by providing immediate, personalized feedback and problem-solving guidance. However, scaling such one-on-one interaction to large student cohorts remains a significant challenge in higher education. This paper reports on the initial development and deployment of a domain-specific AI tutor tailored for a highly specialized, technical course in microwave circuit design. Taken by senior-level undergraduate and graduate students, the course requires rigorous technical accuracy that traditional AI tools often struggle to maintain. The tutor, built upon large language model (LLM) architecture, provides students with 24/7 access to technical support and resource navigation. A key feature of this implementation is the use of the Socratic method; rather than providing solutions, the tutor is instructed to guide students through the underlying design and analysis via targeted questioning. Recent studies in physics suggest that such AI-based tutoring can lead to learning improvements that significantly exceed those of in-class active learning techniques. This study details the specific instruction sets used to ground the AI in microwave engineering principles and Socratic dialogue. We will present initial findings on student perceptions regarding the tool’s accuracy and helpfulness during exam preparation and conclude with suggestions for improvements and the potential for implementation in similar engineering courses. 7. A. Kiričenko, K. Martinčić, A. Bednjanec, V. Kos (Zagreb university of applied sciences, Zagreb, Croatia) A Dedicated Signal Generation Platform for Enhancing Oscilloscope Skills in Electrical Measurement Laboratories  One of the primary goals of undergraduate and graduate electrical measurement courses is to provide students with practical skills in using an oscilloscope. Typical laboratory assignments include measuring voltage, period, frequency, phase, impulse rise and fall times, the mean and RMS values of arbitrary waveforms. Furthermore, students must become highly proficient in utilizing oscilloscope's triggering subsystem. Advanced measurements, such as multi-channel, modulated, and digital data signals, may also be included in the curriculum; however, these require dedicated advanced signal sources. Moreover, as the basic principles of analog-to-digital conversion are now essential components of the electrical measurements curriculum, simplified educational models of D/A and A/D conversion devices are required for laboratory exercises. To address all these requirements without the high cost of professional laboratory equipment, this paper proposes an all-in-one solution. A dedicated hardware device was tailored and constructed specifically for electrical measurement course laboratory exercises. This device not only replicates the functionality of off-the-shelf signal generators but also offers greater flexibility and diversity in creating student assignments. It also utilizes a 'black-box' approach to measurements, intended to boost student curiosity and engagement. The device has been field-proven over three years of deployment in the electrical measurement course at our university. 8. C. Andersson (Frankfurt University of Applied Sciences, Frankfurt, Germany), G. Kroisandt (htwsaar, Saarbrücken, Germany) An Analysis of Students’ Class Attendance in a Computer Science Program with International Orientation  To attend class, or not to attend, that is the question for many university students in engineering and computer science higher education. At Frankfurt University of Applied Sciences, the attendance rate is especially low in the M.Sc. degree program High Integrity Systems, which is an English-taught program, attracting many international students. The purpose of this study is to identify key factors, playing a crucial role for the non-attendance of the students in the High Integrity Systems program. Furthermore, the attendance pattern over time, from the beginning to the end of the semester, is discussed. The main part of the study is based on the results of a survey (n=124) containing 30 questions related to students’ class attendance. 9. A. Magana, J. Cristancho Rodriguez, A. Kouvaras Ostrowski (Purdue Universtiy, West Lafayette, United States) Positionality Statements to Promote Students’ Self-Awareness of Their Identities in the Context of Teamwork  To navigate the complexity of modern projects, organizations require STEM graduates to collaborate effectively as members of diverse teams. Social identities and positionality statements serve as tools to assist students in understanding how they can connect, contribute, and participate equitably in a team. This study implemented positionality statements as a transformative learning approach to increase critical awareness of how students’ own identities could influence their teamwork interactions. The study took place as part of an undergraduate course at a Midwestern university in the USA (N=55). The data collection method for this study was a reflection, which occurred during the second week of classes. Qualitative analysis revealed three major categories of identities that students identified as influencing their teamwork interactions (1) ethnic identities relating to racial, national, or cultural origins; (2) demographic identities focusing on age and gender; and (3) cultural identities focusing on customs, traditions, language, religion, and economic factors. Students in our work were beginning to understand how their identity and privilege could impact their teamwork and how this could reinforce and/or create power dynamics within the group. 11:00 - 12:00 Pozvano predavanje  Ž. Car (University of Zagreb Faculty of Electrical Engineering and Computing​​​​​​, Zagreb, Croatia) Introducing Inclusivity and Assistive Technologies in Engineering Education  The lecture discusses integrating inclusivity into engineering education through topics such as digital barriers faced by people with disabilities, universal design, and assistive technologies. It presents a teaching methodology based on project-based learning and the use of emerging technologies, involving multidisciplinary collaboration among engineering students and faculty, social science experts, and the active participation of end users. Examples of student-developed technological solutions from computer science and electrical engineering are provided, that are applied in speech and language therapy, educational rehabilitation, and for public awareness raising. These initiatives provide multiple benefits, including students’ mastery of technology, real-world application of solutions, and the long-term development of awareness of accessibility as an essential component of future engineering practice. 12:00 - 13:00 Radovi  1. B. Williams (IST, University of Lisbon, Lisbon, Portugal), N. Wint (UCL, London, United Kingdom), A. Valentine (University of Melbourne, Melbourne, Australia) The Landscape of Review Articles on Diversity, Equity, and Inclusion in Engineering Education  There has been a notable increase in studies addressing issues of diversity, equity and inclusion (DEI) in engineering education research (EER) over the last decade due to an interest in the broadening of access and recruitment and also to an increased awareness of the importance of social justice within engineering. The authors identified a total of 15 review articles focusing on DEI published in the Journal of Engineering Education (JEE), European Journal of Engineering Education (EJEE) and IEEE Transactions on Education (IEEE ToE) over the period 2020 to 2024 inclusive. Our analysis suggests that race/ethnicity and gender/sex and their intersectionality are relatively established fields of inquiry within EER while mental health is an emerging field. We have not found review articles specifically addressing other DEI areas such as physical ability, sexual orientation, neurodivergence, age and religion. The data presented can help educators identify gaps in the current state of knowledge about diversity, equity and inclusion in engineering education and to choose possible publishing outlets for future scholarship. 2. C. Andersson (Frankfurt University of Applied Sciences, Frankfurt, Germany), G. Kroisandt (htw saar, Saarbrücken, Germany) Sentiment Patterns in Applied versus Theoretical Master’s Theses in Computer Science  The Master’s thesis constitutes an important cornerstone in tertiary education, with its various sections—from the initial title and abstract to the concluding remarks. Given the distinct roles each section plays in conveying research, analyzing sentiment variations within these different thesis components can provide valuable insights into writing patterns. This approach potentially highlights areas where students might be encouraged to optimize their language to better articulate the value and impact of their contributions. Our research in this paper undertakes a sentiment analysis of Master’s theses in computer science at Frankfurt University of Applied Sciences, focusing on the key sections title, abstract, keywords, research questions, and conclusions. Our aim is to investigate whether students express varying levels of sentiment (positive, neutral, negative) across these sections. Furthermore, we explore how the nature of the thesis topic, theoretical versus applied, might influence these sentiment patterns. 3. R. Waters-Lopez (California State University - Sacramento, Sacramento, United States) Don’t Make Me Come to Class: A Case Study of Attendance vs Performance in Engineering Education  This paper analyzes self-reported attendance data and class performance data for seventy-five students over the course of a single semester to study whether there is a positive correlation between attendance and performance in an introductory construction engineering/management course in a degree program with heavy student participation in internships and industry adjacent extracurricular activities. At the end of the semester, students were asked to self-report their attendance level for the class which was then compared to their final class grade. While previous research has documented the connection between higher class attendance and better student outcomes, this connection was not found for the students evaluated in this paper. Instead, there was no significant difference in performance between students who reported attending “All”, “Most”, or “Half” of class. However, there was a substantial drop of in performance for those students who reported only attending class “Rarely” or “Never”, with those students on average not passing the course. These findings can provide insight to the prioritization of attendance vs internships for faculty in establishing a degree program’s culture around student extracurricular activities. These findings also provide guidance on when it is appropriate for engineering instructors to make attendance a requirement. 4. M. Sabry, A. Gardner, R. Hadgraft (University of Technology Sydney, Sydney, Australia), H. Aljarajreh (Australian University- Kuwait, Mishrif, Kuwait) Self-management and Intrinsic Motivation: Underreported Themes in the Development of Generic Engineering Competencies during Work Placements  This paper extends a prior systematic literature review on generic competencies from engineering work placements. It presents two significant, yet underreported themes identified through qualitative analysis: Self-management skill and Intrinsic Motivation. Findings reveal self-management as a vital skill, where students who adapt and 'learn to re-learn' excel in solving workplace problems, highlighting its necessity for professional adaptability. Concurrently, while extrinsic motivators are prevalent, intrinsic motivation, driven by autonomy and real-world relevance, proves fundamental for deeper, more sustainable skill development. These themes complement established competencies like teamwork and communication, highlighting that effective competency development requires fostering both a continuous learning mindset and internal drive. The paper argues for the intentional integration of self-management and motivational strategies into work-integrated learning (WIL) curricula. It concludes that educators and curriculum designers must create authentic, reflective experiences that nurture these attributes to better prepare engineering graduates for evolving professional demands. This contribution informs the enhancement of WIL pedagogy and assessment. 5. D. Purković (University of Rijeka, Faculty of Engineering, Rijeka, Croatia), S. Kovačević, J. Jelić (University of Split, Faculty of Science, Split, Croatia) Teachers’ Perceptions of the Importance of the Main Components of Education 4.0   Education 4.0 is currently the preferred learning strategy, characterised as an inclusive and lifelong experience in which students are responsible for developing their own skills, while teachers and mentors serve as mediators and facilitators. However, to implement such learning and teaching effectively, teachers must be adequately trained and prepared to apply these methods in their own practice. This article therefore examines teachers' perceptions of the importance of the main components of Education 4.0. The research involved a sample of 282 Croatian STEM teachers. The findings indicate that teachers believe education should place greater emphasis on the practical application of knowledge and related activities, that classrooms should foster the generation of ideas and knowledge, that teachers should act as facilitators and moderators, and that students should be involved in choosing their own development paths. However, teachers do not believe that education should follow an adapted curriculum, should not include more intensive use of digital technologies, nor do they consider blended learning to be more effective. Although some of these perceptions are contradictory – for example, a student choosing their own development path would typically require an adapted curriculum – teachers generally demonstrated a high awareness of the key elements of Education 4.0, indicating a good understanding of these components. četvrtak, 28.5.2026 15:00 - 19:00, Galija, Hotel Admiral, Opatija 15:00 - 17:15 Radovi  1. A. Duyver, K. Aerts, N. Tsiogkas (KU Leuven, Diepenbeek, Belgium) Improving Robot Programming for Novices by Applying Declarative Concepts and Functional Reactive Programming  Imperative programming paradigms still largely dominate computer science and engineering curricula, while declarative and functional approaches remain underrepresented despite their conceptual importance. Educational research shows that practical, project-based learning improves student engagement and conceptual understanding. This paper investigates whether a practical robotics framework based on Functional Reactive Programming (FRP) can improve students’ interests for applying declarative principles in programming robots. For this, we developed FURBO, a Functional Reactive Robotics framework that combines executable Finite State Machines (FSMs) with declarative FRP control logic in the functional programming language Haskell combined with the Yampa library. By embedding core declarative concepts directly into observable robot behavior, the framework reduces incidental complexity through automatic code generation. It also provides immediate feedback by visualizing the robot’s FSM live during execution. Preliminary qualitative observations with novice programmers suggest that the framework supports students in reasoning about system behavior and promotes high engagement, although adopting a declarative mindset remains challenging. These findings suggest that robotics frameworks based on FRP can effectively complement traditional robotics education. 2. L. Orban, M. Assaf, W. Lyric, Q. Mayer, B. Sharma (University of the South Pacific, Suva, Fiji) A VR Engineering-Lab Platform with Continuous State-Space Monitoring for Resource-Scarce Settings: Learning Outcomes and a Base-Rate-Aware Safeguarding Design  Immersive virtual laboratories in engineering education can broaden access, standardize safe practice, and reduce dependency on scarce equipment and instructor time. We propose a VR engineering-lab deployment designed explicitly for resource-scarce contexts (e.g., small-island and rural settings) and augmented with wearable and VR interaction telemetry to support a human-in-the-loop safeguarding protocol related to suicidality. The educational layer targets repeated, feedback-rich procedural practice and transfer of conceptual knowledge. The safeguarding layer estimates a personalized latent risk trajectory using a hierarchical state-space time-series model that fuses passive signals with sparse validated self-report endpoints. We treat the base-rate problem as a design constraint by fixing prediction horizons and imposing an explicit alert budget via a two-stage action policy (watchlist and corroborated review). We specify endpoints, horizons, reporting metrics, and ethics safeguards to emphasize calibration, burden, and decision utility rather than headline discrimination metrics. 3. D. Basch, I. Bosnić, J. Knezović, N. Hlupić (University of Zagreb Faculty of Electrical Engineering and Computing, Zagreb, Croatia) Using Simulation for Teaching Computer Architecture in Higher Education  The complexity of contemporary computer architectures makes their teaching highly challenging. Two common approaches in computer architecture courses involve the use of either real hardware or simulators. These practices are contrasted, and the simulation-based approach is discussed in more detail drawing on our experience with the educational simulator SSPARCSS. Student opinions about simulation and its usefulness were collected through two surveys. The survey results are used for planning the future improvements and development of the SSPARCSS simulator. 4. W. Koch (AIT Angewandte Informationstechnik ForschungsGmbH, Graz, Austria), G. Koch ( Steinbeis Transfer Center for Information Management, Medical and Cultural Heritage Informatics – I, Graz, Austria), A. Kumar Mishra ( University West, Sweden, Trollhättan, Sweden), D. Rafolt (Medical University Vienna, Vienna, Austria), O. Benda (AIT Angewandte Informationstechnik ForschungsGmbH, Graz, Austria), R. Koch (GeoSphere Austria, Vienna, Austria) A Framework for Teaching Rapid Application Development of Innovative Sensor Networks  Bridging the gap between theory and practice remains a key challenge in engineering education, especially in embedded systems and IoT. This paper presents a hands-on framework for teaching Rapid Application Development (RAD) of sensor networks through iterative prototyping and project-based learning. The approach integrates Flipped Classroom pedagogy, modular software development, realtime hardware integration, and RAD principles, enabling students to move quickly from conceptual design to functional systems Learning activities are organized into Pre-Class, InClass, and Post-Class phases, with instructors acting as coaches during interactive sessions. Multimedia-supported learning uses Mediathread, a collaborative annotation tool, while software development relies on the Information System Factory, a 4GL-based integrated environment. Hardware experimentation uses MatCube containers combining singleboard computers, sensors, and actuators connected via I2C or WLAN.The framework is validated through a case study where students design and implement a simple weather station using low-cost microcontrollers and wired/wireless modules. The system is cloud-independent, relying solely on SBCs or small networks, making it low-cost and energy-efficient for edge or resource-constrained IoT deployment. Evaluation focuses on student engagement, technical skills, and system design ability. Results show RAD effectively bridges theory and practice, offering a scalable, adaptable model for experiential learning in embedded systems and IoT education. 5. A. Kerim, F. Meglić, A. Volarević, D. Dejanović (Faculty of Electrical Engineering and Computing, University of Zagreb, Zagreb, Croatia) Continuous Improvement in Distributed Student Development Teams: An Empirical Study of Scrum Practices and Generative AI Integration  Continuous improvement is a cornerstone of agile software development, yet its application in Distributed Student Development (DSD) teams presents unique challenges related to communication, coordination, tool usage, and team cohesion. This study investigates how distributed Scrum teams identify, decide on, and implement process improvements through structured self-reflection activities such as retrospectives, sprint reviews, and internal review meetings. The research further examines how improvement outcomes are measured, what typical issues emerge during collaborative work, and to what extent these issues are successfully resolved or persist throughout the project. An additional focus is placed on the emerging role of Generative AI tools (e.g., LLM-based assistants) in supporting reflection, documentation, and decision-making processes within agile teams. Data collection is conducted across eight DSD teams, using a mixed-methods approach that includes semi-structured interviews, an online questionnaire, and analysis of anonymized retrospective notes and tool logs. 6. Y. Rudenko (Sumy National Agrarian University, Sumy, Ukraine), O. Zinovieva (Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine), L. Kanishevska (Institute of Problem on Education of the NAES of Ukraine, Kiiv, Ukraine), S. Vyhaniailo (Sumy Branch of the Kharkiv National University of Internal Affairs, Department of Socio-Economic Dis, Sumy, Ukraine), N. Dehtiarova, V. Chernish (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine) Contrasting Thinking Patterns and Learning Motivation of Programming Students and Future Informatics Teachers  Modern digital education requires an in-depth understanding of how different groups of students think, learn, and motivate themselves for professional development. The aim of this study is to compare the thinking models and learning motivation of students in IT-related programs (five Ukrainian universities) and future teachers of informatics and mathematics (three Ukrainian pedagogical universities). The research methodology included: – a cognitive style test assessing how individuals perceive, process, and retain information; – analysis of academic performance, task completion speed, and level of autonomy; – content analysis of student assignments, evaluating response structure, inclination toward algorithmic reasoning or conceptual explanation; – observation of group work; – standardized experimental tasks involving algorithm explanation or peer instruction; – a survey collecting qualitative data on students’ motivation, learning attitudes, and perceptions of their future professional role. Quantitative data were analyzed using ANOVA, t-tests, and statistical significance testing. Preliminary findings indicate differences between the two groups in cognitive styles, motivational drivers, attitudes toward errors, group interaction patterns, and learning behaviors. The obtained results have practical value for adapting teaching methods, designing interdisciplinary courses, and developing individualized learning trajectories for students of various specializations. 7. V. Zuppa Bakša (Zagreb University of Applied Sciences, Zagreb, Croatia), A. Bernik (University North, Varaždin, Croatia), D. Tuličić (Faculty of Organization and Informatics, Varaždin, Croatia) Evaluating AI-Assisted Assessment: A Comparative Study of GPT-4 and GPT-5 in Automated Grading of Student Programming Submissions  The increasing integration of AI-assisted tools in higher education offers new opportunities for supporting the assessment of student programming assignments. This paper examines the use of large language models in automated grading by comparing two generations of AI systems, GPT-4 and GPT-5. During the 2024/25 academic year, student submissions from midterm examinations in an introductory C programming course were evaluated using GPT-4 with rubric-based feedback, alongside manual grading by the instructor. After the release of GPT-5, the same set of submissions was re-evaluated under identical conditions, enabling direct comparison. The analysis focuses on the alignment between AI-generated and instructor-assigned scores using quantitative metrics, as well as qualitative differences in feedback and error interpretation. A subset of 30 student solutions was examined in greater detail to illustrate differences in rubric interpretation. The results show observable differences in grading behaviour across model generations. However, due to the limited sample size, findings are interpreted as exploratory and emphasise the role of AI as a support tool rather than a replacement for human assessment. 8. B. Sáiz Mauleón, Valencia, Spain), I. Martínez Gabarda, Valencia, Spain), F. Collado López (Universitat Politècnica de València (UPV), Valencia, Spain), A. Shahi (Chain for Change (CFC), Kathmandu, Nepal) University Cooperation for Development in Engineering Education for Human and Sustainable Development  This article presents the work carried out as part of the course University Cooperation for Development (CUD) taught at the Universitat Politècnica de València (UPV), which aims to raise awareness of and explore the social approach to engineering as a driver of change for human and sustainable development. Through the ServiceLearning (SL) methodology, students of aerospace, mechanical, electronic and automation, electrical, and industrial design engineering address social challenges by applying principles of universal design and inclusion. Two experiences are presented: a local one in València, focused on the co-design of products with people with functional diversity due to mental health issues, to promote their social and labor market integration; and an international one in Kathmandu (Nepal), focused on the creation of new educational play resources for people with visual impairments, to be produced using 3D printing. The methodology is characterized by a dual contextualization that raises students’ awareness and fosters ethical responsibility toward real needs. The focus is on strengthening local partners’ autonomy and avoiding dependencies that could jeopardize the projects’ sustainability. The results obtained show, on the one hand, functional technical solutions evaluated by end-users and, on the other, the transformation into the social awareness and education received by students. 9. A. Carrillo-Fernandez, M. Dyehouse, A. Gentry, K. Douglas (Purdue University, West Lafayette, United States) Engineering Students’ Perceptions of Mentor Support in a Microelectronics Workforce Development Program  Western nations face an urgent need to prepare engineers with specialized microelectronics skills, where learning opportunities and mentors with expertise are limited. To that end, universities have developed workforce development (WFD) programs aimed at addressing national workforce needs. This research examined students’ perceptions of mentor support, drawing on social cognitive career theory (SCCT) in a microelectronics WFD program. This study examined relationships between mentor quantity, perceived support, and mentor roles. An SCCT-based survey measuring perceptions of mentor support in three domains (e.g., self-efficacy) was distributed to university students (n = 101) from a U.S.-based WFD program. Responses were analyzed using quantitative and qualitative methods to identify mentor support and to categorize the type of mentor relationship. Students with 1-2 mentors reported higher levels of mentor support across all constructs than those with more than two mentors. Additionally, results revealed that students frequently mention relationships with academic advisors and research supervisors. Consistent with evidence supporting mentoring triads, students reported the highest support from two mentors, followed closely by one. These findings are particularly relevant in microelectronics, where mentor availability is limited. These findings suggest pairing WFD students with 1-2 dedicated mentors who can establish clear structure and communication channels for the mentoring relationship. 10. N. Hogervorst, D. Zuidervliet, P. van Duijsen (THUAS, Delft, Netherlands) Lifelong Learning Course Development for an Electric Installation Technician  The role of electrical installation technicians in the built environment is undergoing significant transformation due to the ongoing electrical energy transition. Emerging technologies introduce components that differ substantially from traditional systems such as AC-powered fluorescent street lighting and traffic signals. These new components include DC-powered LED streetlights, charging stations for e-mobility, vertical solar installations on public buildings, energy storage systems for peak-shaving and congestion management, and advanced infrastructure for signaling and measurement devices. Traditionally, technicians have been trained to build and maintain AC power installations. However, the integration of these new technologies requires broader technical competencies and a deeper understanding of diverse systems. To address this need, a new curriculum “Smart-City Technician” has been developed, focusing on lifelong learning and continuous professional development. Learning objectives and training goals are tailored to different knowledge levels, ranging from vocational training to bachelor-level education. Foundational concepts are introduced through electrical system simulations, followed by hands-on practice using hardware trainers. Examples are given for a vocational and bachelor-level training on solar systems and battery storage. The principle functioning is explained using simplified simulation and animation models. Measurements are performed on a basic hardware trainer, extensive laboratory exercises are done on a hardware trainer build around industrial components. 11. A. Rista, E. Xhaferra, E. Tata, D. Teliti (Aleksander Moisiu University of Durres, Durres, Albania) E-UAMD: An Integrated Platform for Digital Transformation in Higher Education  The digitalization of services constitutes a fundamental challenge for Higher Education Institutions (HEIs) seeking to enhance operational efficiency, transparency, and overall user experience. Although numerous digital systems have been developed to support specific academic and administrative functions, many of these solutions operate independently, resulting in fragmented workflows and limited interoperability between institutional units. To address these challenges, this paper presents E-UAMD, a digital platform designed to unify core academic and administrative services at “Aleksandër Moisiu University of Durrës” (UAMD). The platform integrates eight modules for managing research publication grants, institutional agreements, room scheduling, training programs, scientific publications, conferences, and academic mobility for both staff and students within a single system. By centralizing these services, E-UAMD significantly improves workflow efficiency, reduces administrative overhead, and enhances data consistency and transparency at the institutional level. The proposed platform represents a strategic step toward comprehensive digital transformation in higher education, strengthening institutional governance and aligning HEIs with contemporary global standards. Although developed for UAMD, the E-UAMD model offers a scalable and transferable framework suitable for adoption to other HEIs.

Osnovni podaci:

Predrag Pale (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia)

Diana Bairaktarova (United States), Leslie Martinich (United States), Predrag Pale (Croatia)

Tomislav Jagušt (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia), Vanja Putarek (Croatia), Charanya Ramakrishnan (Australia), Ana Sović Kržić (Croatia)
 

Prijava/Kotizacija:

Studentski popust se ne odnosi na studente doktorskog studija.

OBAVIJEST AUTORIMA: Uvjet za objavu rada je plaćanje najmanje jedne kotizacije po radu. Autorima 2 ili više radova, ukupna se kotizacija umanjuje za 10%..

Predrag Pale
Fakultet elektrotehnike i računarstva
Unska 3
10000 Zagreb, Hrvatska

E-mail: mipro@zesoi.fer.hr

Prihvaćeni radovi bit će objavljeni u zborniku radova s ISSN brojem. Radovi na engleskom jeziku prezentirani na skupu bit će poslani za uključenje u digitalnu bazu IEEE Xplore.

Opatija je vodeće ljetovalište na istočnoj strani Jadrana i jedno od najpoznatijih na Mediteranu. Ovaj grad aristokratske arhitekture i stila već više od 180 godina privlači svjetski poznate umjetnike, političare, kraljeve, znanstvenike, sportaše, ali i poslovne ljude, bankare, menadžere i sve kojima Opatija nudi svoje brojne sadržaje. 

Opatija svojim gostima nudi brojne komforne hotele, odlične restorane, zabavne sadržaje, umjetničke festivale, vrhunske koncerte ozbiljne i zabavne glazbe, uređene plaže i brojne bazene i sve što je potrebno za ugodan boravak gostiju različitih afiniteta. 

U novije doba Opatija je jedan od najpoznatijih kongresnih gradova na Mediteranu, posebno prepoznatljiva po međunarodnim ICT skupovima MIPRO koji se u njoj održavaju od 1979. godine i koji redovito okupljaju preko tisuću sudionika iz četrdesetak zemalja. Ovi skupovi Opatiju promoviraju u nezaobilazan tehnološki, poslovni, obrazovni i znanstveni centar jugoistočne Europe i Europske unije općenito.

Detaljnije informacije se mogu potražiti na www.opatija.hr i www.visitopatija.com.