Engineering education, does it blend?

Universities redesigning engineering courses are being forced to reconsider a long-standing assumption: that learning happens best in a physical laboratory, according to work in the International Journal of Continuing Engineering Education and Life-Long Learning. The research suggests that virtual environments may now offer the strongest overall case, though there are important limitations.

The study examined laboratory design within the so-called CDIO framework, the Conceive-Design-Implement-Operate framework. This structures engineering education around the full lifecycle of a product or system. In this approach, laboratories are vital to the teaching process rather than being supplementary, as students are expected to apply theory in practical, project-based settings.

Institutions now have a wider range of options to offer than before, from traditional in-person labs to fully virtual platforms as well as hybrid formats and remote labs. Each approach has its pros and cons. Physical labs allow direct interaction with equipment but are expensive and limited in capacity. Virtual labs are more flexible and accessible but depend on stable technology and may reduce face-to-face engagement as well as being by definition anything but hands-on.

To compare the different approaches, the researchers used a structured method known as fuzzy TOPSIS, part of a class of tools designed to evaluate decisions involving multiple, competing criteria. The criteria they considered in their assessment included student participation, academic performance, satisfaction, exposure to technical problems, and the risk of unequal access to technology. The fuzzy element allows them to include subjective judgements, such as levels of engagement, which can be converted into numerical data for analysis. The work also used bootstrap resampling, a statistical technique that tests how stable results remain when inputs vary slightly, this gives them a way to check that the analysis is reliable.

Based on expert assessments, virtual laboratories ranked highest overall, largely due to their flexibility and scalability. Students can access them at any time, while universities can expand provision without the constraints of physical space. The shift reflects changes that have occurred in education since the COVID-19 pandemic, which led to widespread adoption of online learning.

The work does not suggest abandoning physical laboratories, they remain important for learning hands-on skills and collaboration. Instead, the work suggests that a blended approach can be the most beneficial.

Teo, R.H., Sardual, R.M., Pangandoyon, H.F., Arranguez Jr., M.D., Lim, J.H.P., Villamor, F.E., Burgos, N.P. and Himang, M.M. (2026) ‘Assessing laboratory designs in CDIO implementation for technology and engineering education via fuzzy TOPSIS approach: evidence in the Philippines’, Int. J. Continuing Engineering Education and Life-Long Learning, Vol. 36, No. 8, pp.1–20.