Student Perceptions on the Effectiveness of Microcontroller and Microprocessor-Based Projects in Achieving SDG-Oriented Learning Outcomes: A TPACK-Guided Quantitative Analysis
DOI:
https://doi.org/10.5281/zenodo.21637891Keywords:
Microcontroller And Microprocessor-Based Projects, Pedagogical Integration, Sustainable Development Goals, Technological Pedagogical Content Knowledge, Undergraduate Engineering EducationAbstract
Microcontroller and microprocessor-based projects are increasingly adopted in engineering and technology education for further innovation, problem-solving, and sustainability outcomes. Despite increasing interest in this area, there is limited evidence regarding the contribution of microcontroller and microprocessor-based projects to Sustainable Development Goals (SDGs) when implemented within structured pedagogical frameworks. This study examined student perceptions of projects aligned with SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 17 (Partnerships for the Goals), utilizing the Technological Pedagogical Content Knowledge (TPACK) model as a guiding framework. The study adopted a descriptive quantitative research design involving 43 third-year and fourth-year undergraduate computer engineering students who completed the microcontroller and microprocessor-based projects with sustainability. The data were collected through a 50-item validated TPACK-SDG questionnaire and analyzed using descriptive and inferential statistical methods. The results found a strong positive response with an overall TPACK integration rating of 87.8% (Strongly Agree). The highest scores were obtained in Pedagogical Content Knowledge (PCK, 4.40) and Technological Pedagogical Knowledge (TPK, 4.40) which indicates the effectiveness of project-based, interactive and socially relevant instruction. In contrast, Technological Content Knowledge (TCK, 3.93) received the lowest rating, indicating that support to apply microcontroller and microprocessor technology to specific sustainability outcomes such as renewable energy, health, and environmental systems needs to be increased. These results suggest that the application of microcontroller and microprocessor projects based on SDGs and TPACK can be a model that can be replicated in technical courses to promote the integration of sustainability, innovation, and partnership in higher education curricula.
Downloads
References
AlAli, R., Alsoud, K., & Athamneh, F. (2023). Towards a sustainable future: Evaluating the ability of STEM-based teaching in achieving sustainable development goals in learning. Sustainability, 15(16), 12542. https://doi.org/10.3390/su151612542
Asenahabi, B. M., & Ikoha, P. A. (2023). Scientific research sample size determination. International Journal of Science and Technology. https://doi.org/10.24940/theijst/2023/v11/i7/ST2307-008
Dat, N. D., Bien, N. V., Khuyen, N. T. T., Ha, N. T. V., An, H. T. T., & Anh, N. T. P. (2024). Arduino-based experiments: Leveraging engineering design and scientific inquiry in STEM lessons. International Journal of STEM Education for Sustainability, 4(1), 38–53. https://doi.org/10.53889/ijses.v4i1.317
Dee-Chan, R. (2020). Introducing the technological pedagogical content knowledge (TPACK) framework to the University of Santo Tomas Faculty of Medicine and Surgery. Journal of Medicine, University of Santo Tomas, 4(1), 474–476. https://doi.org/10.35460/2546-1621.2019-0054
Diamah, A., et al. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge. Frontiers in Education, 7, 897447. https://doi.org/10.3389/feduc.2022.897447
Enriquez, M. L., et al. (2021). TPACK: Technology, pedagogy, and content knowledge for paraeducator in the context of Sustainable Development Goal 4. IEEE 13th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM) (pp. 1–6). IEEE. https://doi.org/10.1109/HNICEM54116.2021.9732019
García-Tudela, P. A., & Marín-Marín, J.-A. (2023). Use of Arduino in primary education: A systematic review. Education Sciences, 13(2), 134. https://doi.org/10.3390/educsci13020134
Guerra, A., & Rodriguez-Mesa, F. (2021). Educating engineers 2030 – PBL, social progress and sustainability. European Journal of Engineering Education, 46(1), 1–3. https://doi.org/10.1080/03043797.2020.1828678
Kioupi, V., & Voulvoulis, N. (2020). Sustainable development goals (SDGs): Assessing the contribution of higher education programmes. Sustainability, 12(17), 6701. https://doi.org/10.3390/su12176701
Marzuki, H. N., Zahirah, I., Lau, M. N., Kuppusamy, E., Mustapha, N. M. N., & Ashari, A. (2024). Likert scale versus the visual analogue scale in evaluating dentofacial aesthetics: A systematic review. Australasian Orthodontic Journal, 40(1), 158–168. https://doi.org/10.2478/aoj-2024-0010
Masfuah, S., Fakhriyah, F., & Hilyana, F. S. (2024). Digitalization and Sustainability for Development Management: Economic, Social, and Environmental Aspects (p. 030001). AIP Publishing. https://doi.org/10.1063/5.0182970
Pérez-Rodríguez, R., et al. (2022). Integrating challenge-based learning, project-based learning, and computer-aided technologies into industrial engineering teaching: Towards a sustainable development framework. Integration of Education, 26(2), 198–215. https://doi.org/10.15507/1991-9468.107.026.202202.198-215
Polly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64). https://doi.org/10.6018/red.408661
Rahman, P., & Mehnaz, S. (2024). International Journal for Multidisciplinary Research (IJFMR). SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5054029
Sari, U., Çelik, H., Pektaş, H. M., & Yalçın, S. (2022). Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills. Australasian Journal of Educational Technology, 135–149. https://doi.org/10.14742/ajet.7293
Savelidi, M., Savelides, S., Georgousis, E., Papadopoulou, G., Fasouraki, R., & Drinia, H. (2022). Microcontroller systems in education for sustainable development service: A qualitative thematic meta-analysis. European Journal of Engineering and Technology Research, 53–60. https://doi.org/10.24018/ejeng.2021.0.CIE.2758
Visioli, A., & Stapleton, L. (2024). Control and automation education and UN SDGs: Alignment of TC 9.4 – Current status and future directions. IFAC-PapersOnLine, 58(3), 171–175. https://doi.org/10.1016/j.ifacol.2024.07.145
Widyakusuma, A., & Hakim, R. R. (2024). Crafting engineers for tomorrow: Aligning education with industry to achieve sustainable development. Interdisciplinary Journal of Humanity Injury, 3(11), 741–754. https://doi.org/10.58631/injurity.v3i11.1308
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
