METHODOLOGY FOR DEVELOPING PROJECT COMPETENCE IN ENGINEERING GRAPHICS EDUCATION THROUGH PARAMETRIC MODELING
Keywords:
Engineering graphics education, parametric modeling, project competence, competency-based learning, engineering education, CAD technologies, digital engineering, project-based learning, engineering design, educational methodology.Abstract
The rapid evolution of digital engineering technologies has fundamentally transformed the educational landscape of engineering graphics by shifting instructional priorities from conventional drafting toward integrated digital product development. Within this transformation, parametric modeling has emerged as one of the most influential technological approaches because it enables students not only to generate three-dimensional models but also to understand engineering relationships, design constraints, and iterative problem-solving processes. Despite widespread implementation of computer-aided design software in higher technical education, numerous educational institutions continue to emphasize software operation rather than systematic development of project competence, resulting in graduates who possess technical software skills but experience difficulties in solving authentic engineering design problems requiring creativity, analytical thinking, collaboration, and engineering decision-making. Consequently, contemporary engineering education requires pedagogical methodologies capable of integrating theoretical engineering graphics knowledge with project-oriented professional activities. This study proposes a comprehensive methodological framework for developing project competence through parametric modeling in engineering graphics education. The proposed methodology integrates competency-based education, project-based learning, digital engineering technologies, engineering visualization, collaborative design practices, and continuous formative assessment into a unified educational model. The research employs qualitative pedagogical analysis, comparative educational methodology, competency mapping, instructional design principles, and engineering education theory to establish an integrated instructional framework suitable for higher technical institutions. The methodology emphasizes authentic engineering tasks, iterative model development, collaborative digital design environments, and reflective learning activities that encourage students to acquire technical, cognitive, organizational, and professional competencies simultaneously.
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