Studentengagementand perceptionsoftheeducational environmentinindustrial engineering programsinJordan

In recentyears,increasingattentionhasbeendirectedtowardassessing the educationalenvironmentwithinengineeringhighereducation.Such assessments offerinsightsthatsupportcurriculumadjustments,teaching practices, andimprovementstothelearningsetting.Amongtheseveraltools designed toevaluatelearningenvironments,theDundeeReadyEducational EnvironmentMeasure(DREEM)andtheUniversityStudentEngagement Inventory (USEI)areamongthemostwidelyapplied.Inthisstudy,bothDREEM and USEIweredistributedamongindustrialengineeringstudentsacrosssix public universitiesinJordan,with400studentscompletingthequestionnaires. DatawasanalyzedusingtheStatisticalPackageforSocialSciences(SPSS).The overall meanDREEMscoreacrossalluniversitieswas122,withinstitutional averagesrangingfrom112.61to129.68,reflectingagenerallypositiveperception oftheeducationalenvironment.USEIresultsindicatedmoderatelevelsof student engagement,withoverallscoresrangingfrom49to57acrossthe participatinguniversities.Findingsdemonstratethatstudents?viewsofthe educationalenvironmentstronglyshapetheirperspectivesonteachingand learning withinindustrialengineeringprograms.Arecurringweaknessobserved acrossinstitutionswasstudents?socialself-perception,highlightingchallenges in thisdomain.Manystudentsexpresseddissatisfactionwithpeerinteractions, collaboration,andtheirsenseofbelongingintheacademiccommunity.These findings pointtoareasrequiringimmediateattentionforenhancement.