CDIO Projects in Electronic Engineering Education: An Educational Innovation at the University of Quindío
Abstract
Engineering education is undergoing a profound transformation driven by technological advances, digitalization, automation, and the evolving demands of global industry. These challenges require a shift from traditional teaching models toward approaches that foster practical competencies, problem-solving skills, interdisciplinary collaboration, and active engagement with real-world contexts. Within this framework, the CDIO (Conceive, Design, Implement, Operate) initiative emerges as a comprehensive pedagogical model that bridges theory and practice while positioning students at the center of the learning process.
This article presents the implementation of the CDIO framework in the Electronic Engineering program at the University of Quindío (Colombia) as an innovative curricular strategy aimed at strengthening professional training through active, contextualized, and project-based learning. The paper describes the methodological foundations, stages of design and implementation, and the progressive integration of the CDIO model into the curriculum, as well as strategies for engagement with industrial sectors, local communities, and external stakeholders.
Based on a sequential mixed-methods approach, the study analyzes data collected between 2021 and 2024, combining quantitative performance indicators with qualitative evidence from surveys, interviews, and project documentation. The results reveal significant improvements in the development of technical, transversal, and socio-emotional competencies, as well as increased student motivation, retention, and the ability to design and implement relevant technological solutions. Furthermore, the implementation of CDIO has enhanced the university-industry-society relationship, thereby increasing the social relevance of engineering education. These findings demonstrate that the CDIO framework is an effective tool for addressing contemporary challenges in higher education and for preparing future engineers capable of leading innovation and technological transformation in complex and dynamic environments.
Keywords: CDIO, educational innovation, engineering education, active learning, transversal competencies, university-industry collaboration.
Full Text:
PDFReferences
CRAWLEY E. F., MALMQVIST J., ÖSTLUND S., BRODEUR D. R., and EDSTRÖM K. Rethinking Engineering Education: The CDIO Approach (2nd ed.). Springer, 2014. https://doi.org/10.1007/978-3-319-05561-9
BORREGO M., DOUGLAS E. P., and AMELINK C. T. Quantitative, qualitative, and mixed research methods in engineering education. Engineering Education Research Journal, 2024, 18(2): 145–162.
BRINK R., ZONG Z., and DUTTA S. Curriculum agility in engineering education: Towards adaptive CDIO frameworks. European Journal of Engineering Education, 2025, 50(2): 233–250.
BRAUN V., and CLARKE V. Thematic analysis in qualitative research: Updated approach. Qualitative Research in Psychology, 2023, 20(3): 379–400.
CARVALHO A., and DE SOUZA D. Sustainability and project-based learning in Latin American engineering education. Education for Engineering Futures, 2023, 12(4): 301–320.
CRESWELL J. W., and CRESWELL J. D. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). SAGE, 2023.
FLICK U. An Introduction to Qualitative Research (7th ed.). SAGE, 2022.
GARAY-RONDERO C. L., CASTILLO-PAZ A., GIJÓN-RIVERA C., DOMÍNGUEZ-RAMÍREZ G., and ROSALES-TORRES C. Competency-based assessment tools in engineering education. Cogent Education. Taylor & Francis, 2024.
HARIHARASAKTHISUDHAN P., et al. DT-CDIO-RA: Integrating design thinking and root assessment in engineering education. International Journal of Engineering Pedagogy, 2025.
KLAASSEN R. G., et al. Transforming engineering education in learning organizations (TU Delft). IEEE Transactions on Education, 2024, 66 (ePub ahead of print).
LAVADO-ANGUERA S., VELASCO-QUINTANA P.-J., and TERRÓN-LÓPEZ M.-J. PBL as experiential pedagogy in engineering: A review. Education Sciences, 2024, 14(6): 617.
MARTINS P., and PEREIRA J. Project-based learning in electronic engineering: Lessons from CDIO implementation in Portugal. Frontiers in Education, 2025.
MEDHIOUB M. Mapping PBL and CDIO as complementary models. CDIO 2024 Proceedings. https://www.cdio.org
NAIK S. M., et al. Exploring the impact of problem-based learning on freshmen. Journal of Engineering Education Transformations, 2024.
NIKOLIC S., and STOJANOVIC N. AI-driven curriculum design in CDIO-based programs. Engineering Education Futures, 2025, 15(1): 45–67.
NIKOLIC S., et al. Project-work Artificial Intelligence Integration Framework (PAIIF): Applying CDIO to AI education. IEEE Transactions on Education, 2025.
NIU H., et al. Socio-emotional learning in engineering education: A CDIO-centered study. Frontiers in Psychology, 2024.
NOGUEZ J., et al. Acquisition of transversal competencies through PjBL in computer engineering. Frontiers in Education, 2025.
PRINCE M. J. Active learning in engineering education: Updated evidence review. Journal of Engineering Education, 2022, 111(4): 685–709.
SANTOS R., and OLIVEIRA T. Competency development in CDIO project courses: Evidence from Latin America. Engineering Education Review, 2023, 11(2): 201–220.
TANVEER B., and USMAN M. An empirical study on the use of CDIO in software engineering education. IEEE Transactions on Education, 2022, 65(4): 684–694.
TEMBREVILLA G. Experiential learning in engineering education: A systematic review. Journal of Engineering Education. Wiley, 2024.
VARGAS H., et al. Standardizing course assessment in competency-based education: A two-study design. Frontiers in Education, 2025.
WANG Y., and CHEN L. Integrating socio-technical systems into CDIO-based curricula. Engineering Education Futures, 2025, 14(2): 215–233.
YUAN J., WANG X., and LI H. Combining outcome-based education and CDIO to improve programming courses. Scientific Reports, 2024, 14: 17634.
YUE Q., ZHANG W., and HAN Y. Developing aerospace engineers under the CDIO model: A competence-based approach. Procedia Manufacturing, 2024, 67: 1254–1262.
ZERAI M. Engineering education in the era of global responsibility: Aligning CDIO with UNESCO key competencies. CDIO 2024 Proceedings. https://www.cdio.org
BEWOOR A., et al. Effective use of various active learning techniques for engineering education. Journal of Engineering Education Transformations, 2022.
AL-HAMMOUD R., et al. Course redesign using competency-based assessment. PCEEA Conference Paper, 2024.
ZHANG Y., LIN H., and QIAN W. Socio-emotional variables in project-based learning: Extending CDIO approaches. Journal of Engineering Education Research, 2025, 42(1): 55–74.
ESCOBAR-CASTILLEJOS D., LARIOS V., and HERNÁNDEZ M. Digital platforms for project-based learning: Enhancing CDIO implementation in engineering education. Frontiers in Education, 2024, 9: 1438882.
MARTINS P., and PEREIRA J. Project-based learning in electronic engineering: Lessons from CDIO implementation in Portugal. Frontiers in Education, 2025.
ZERAI M. Engineering education in the era of global responsibility: Aligning CDIO with UNESCO key competencies. CDIO 2024 Proceedings. https://www.cdio.org
Refbacks
- There are currently no refbacks.
