logo
calendar8 Sentabr 2026
view28
Main language:Uzbek

Integration of theory and practice in teaching design engineering (automotive design)

Field of Science:Artificial IntelligenceComputational Theory and MathematicsComputer Graphics and Computer-Aided DesignComputer Networks and CommunicationsComputer Science (miscellaneous)Information SystemsSignal ProcessingSoftware
National field of science (HAC):05.01.01 — Engineering geometry and computer graphics. Audio and video technologies05.01.02 — Systems analysis, control and information processing05.01.03 — Theoretical foundations of informatics05.01.04 — Mathematical and software support of computers, complexes and computer networks05.01.05 — Information protection methods and systems. Information security05.02.03 — Technological machines. Robots, mechatronics and robotic systems05.01.08 — Automation and control of technological processes and productions05.01.09 — Document studies. Archival science. Library science05.01.10 — Information retrieval systems and processes05.01.11 — Digital technologies and artificial intelligence05.04.01 — Telecommunication and computer systems, telecommunication networks and devices. Information distribution05.04.02 — Radio engineering, radionavigation, radiolocation and television systems and devices. Mobile and fiber-optic communication systems08.00.14 — Information systems and technologies in economics08.00.16 — Digital economy and international digital integration11.00.07 — Geoinformatics21.01.09 — Military command and communication systems21.02.12 — Military cybernetics, systems analysis, operations research, modeling of combat operations and military systems (including Armed Forces branches, arms of service and special units)05.01.06 — Elements and devices of computer engineering and control systems05.01.07 — Mathematical modeling. Numerical methods and software packages10.00.11 — Language theory. Applied and computational linguistics13.00.06 — Theory and methods of e-learning (by education fields and levels)21.02.13 — Informatics and computer technologies in military affairs
pdf

4._Saitturayeva_O.I._-_....pdf

PDF

Scientific electronic journal "Digital Economy"

Scientific electronic journal "Digital Economy"

Publish Articlesee more

ARTICLE ANNOTATION

quote
In the modern automotive industry, design is a critical competitive factor, and training professional designers is one of the priority tasks of higher education. However, existing educational programs often have a significant gap between theoretical knowledge and practical skills, leading to graduates being unprepared for work. This research is dedicated to studying methods of integrating theory and practice in automotive design education. The study was conducted at Andijan State Technical Institute during the 2024-2025 academic year with two groups of students (experimental and control). The experimental group applied Project-Based Learning (PBL) methodology, which combined theoretical knowledge with real automotive design projects. The control group was taught in the traditional lecture-practice format. Results showed that PBL methodology significantly enhances students’ design competencies: technical skills improved by 23.4%, creative thinking by 31.2%, and collaboration ability by 28.7%. Of the 12 projects developed by students, 3 attracted interest from local automotive manufacturers. The research proved that working with real industrial projects, mentorship programs, and using modern design software significantly increase students’ professional readiness. The integrated teaching model developed in the article can be applied in higher education institutions of Uzbekistan in the fields of automotive and industrial design.

AUTHORS

O.Saitturayeva

ANDIJON DAVLAT TEXNIKA INSTITUTI

Tags

# automotive design# project-based learning# professional competencies# theory-practice integration# design education# creative pedagogy# industry partnership# student projects

SIMILAR ARTICLES

OTHER ARTICLES IN THIS JOURNAL

Rate Article

0
0 ratings
5
4
3
2
1

Article Identifiers

ROI:

https://eroi.uz/11.142/A026-658772

DOI:

Not Available

References

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Dewey, J. (1938). Experience and education. Macmillan.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation. Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139

Norman, D. A. (2013). The design of everyday things: Revised and expanded edition. Basic Books.

Rampley, M., Lenard, T., Sutherland, H., Wood, P., & Fernie, K. (2012). Art history and visual studies in Europe: Transnational discourses and national frameworks. Brill. https://doi.org/10.1163/9789004218338

Chisari, M. (2016). Automotive design: From concept to production. Thames & Hudson.

Oxman, R. (2006). Theory and design in the first digital age. Design Studies, 27(3), 229-265. https://doi.org/10.1016/j.destud.2005.11.002

Burnap, A., Pan, Y., Liu, Y., Ren, Y., Lee, H., Gonzalez, R., & Papalambros, P. Y. (2016). Improving design preference prediction accuracy using feature learning. Journal of Mechanical Design, 138(7), 071404. https://doi.org/10.1115/1.4033427

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020

Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg Publishers. https://doi.org/10.5040/9781474293884

Lawson, B. (2005). How designers think: The design process demystified (4th ed.). Architectural Press.

Dorst, K., & Dijkhuis, J. (1995). Comparing paradigms for describing design activity. Design Studies, 16(2), 261-274. https://doi.org/10.1016/0142-694X(94)00012-3

Simon, H. A. (1996). The sciences of the artificial (3rd ed.). MIT Press.

Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16(3), 395-429. https://doi.org/10.1207/s15516709cog1603_3

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363

Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613

Pahl, G., Beitz, W., Feldhusen, J., & Grote, K. H. (2007). Engineering design: A systematic approach (3rd ed.). Springer. https://doi.org/10.1007/978-1-84628-319-2

O‘zbekiston Respublikasi Prezidentining 2022-yil 11-may dagi PQ-227-sonli “Ta’lim sohasida tubdan islohotlar amalga oshirish to‘g‘risida”gi Qarori. https://lex.uz/docs/6022379

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.