Chapter 14Shaping the Future of Engineering Education: Faculty Insights on AI-Integrated Engineering Education
—Xiaopeng Zhao (University of Mississippi), Mehmet Aydeniz (University of Tennessee, Knoxville), Chuanren Liu (University of Tennessee, Knoxville)
This chapter focuses on engineering education and the future of the engineering workforce. We aim to accomplish two main goals in this chapter. First, we present a comprehensive framework to conceptualize AI workforce competencies for engineers for the AI economy. Second, we present an analysis of engineering faculty perspectives on curriculum readiness for the AI economy across Southeastern Conference (SEC) institutions based on the proposed framework. Through a mixed-methods survey of 114 faculty members, we examined perceptions of AI competency importance versus current coverage. Our findings reveal a critical gap between perceived importance and actual implementation: while 99.1 percent of faculty agree that AI literacy and AI competencies are essential, current curricula inadequately address these competencies. Computer Science and Computer Engineering (CS/CE) programs demonstrate significantly higher AI integration (p < 0.001) compared to traditional engineering disciplines. Faculty report low self-efficacy (M = 2.91/5.0) and insufficient institutional support (M = 2.41/5.0) for integration of AI pedagogy into curriculum. Qualitative analysis identified six key reform themes:
- Curriculum embedding (84 percent)
- Hands-on ...
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