Engineering students interacting with holographic data streams, representing ICT integration in education.

Unlock Your Potential: How ICT Attitudes Shape Engineering Success

Samir D’Costa in Mind & Education August 2025 • 4 min read.

"Discover the surprising impact of Information and Communication Technology (ICT) attitudes on mechanical and safety engineering students' academic and professional journeys."

In today's rapidly evolving educational landscape, technology plays a pivotal role in shaping the learning experiences of students across all disciplines. For engineering students, particularly those in mechanical and safety engineering, understanding and embracing Information and Communication Technology (ICT) is not just an advantage, but a necessity. The attitudes that students hold towards ICT can significantly influence their academic performance, their readiness for the professional world, and their overall success in their chosen fields.

Communication and technology are critical components of modern education, yet effectively integrating technology into the learning process is a complex task. The attitudes of students toward ICT can act as either a facilitator or a barrier to successful technology adoption in educational settings. It’s vital to understand these attitudes to tailor teaching methods and provide relevant support.

This article delves into a comparative study conducted at Obuda University, focusing on the ICT attitudes of mechanical and safety engineering students. By analyzing the differences and similarities in their perspectives, we aim to provide insights for educators and students alike on how to foster a positive and productive relationship with technology in engineering education.

Bridging the Gap: ICT Attitudes in Engineering Education

Engineering students interacting with holographic data streams, representing ICT integration in education.

The study, conducted at Obuda University, aimed to analyze and compare the ICT attitudes of mechanical engineering and safety engineering students. These two groups were chosen because their professional paths diverge in terms of ICT tool usage: mechanical engineers often work with designer ICT tools, while safety engineers rely on security systems. Understanding their attitudes can help instructors tailor their teaching methods effectively.

Researchers measured ICT attitudes using a Likert scale questionnaire, consisting of 23 items. The study involved 361 students, with data analysis performed using SPSS software. Descriptive statistics and Mann-Whitney tests were employed to identify significant differences between the two groups. The goal was to determine whether instructors should adopt different teaching methods for these groups based on their attitudes towards ICT.

Key Questions Addressed by the Research:

Do mechanical and safety engineering students exhibit different attitudes toward ICT?
Should instructors adjust their teaching methods to accommodate these differences?
What specific aspects of ICT attitude contribute to the observed variations?

The results indicated that both groups generally held positive ICT attitudes, but with notable differences in specific areas. Mechanical engineering students showed a stronger inclination toward ICT as a learning tool, particularly valuing its integration by instructors. Safety engineering students, on the other hand, expressed a more positive view of ICT's broader impact, including its potential to enhance learning environments and provide flexibility.

Empowering Future Engineers Through ICT

In conclusion, understanding and addressing the ICT attitudes of engineering students is crucial for optimizing their educational experiences and preparing them for their future careers. By recognizing the specific needs and perspectives of different engineering disciplines, educators can create more effective and engaging learning environments. Encouraging a positive attitude toward ICT not only enhances academic outcomes but also equips students with the skills and mindset needed to thrive in an increasingly technology-driven world. Further research and tailored educational strategies are essential to fully harness the potential of ICT in engineering education and cultivate the next generation of innovative and successful engineers.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.1051/shsconf/20162601094, Alternate LINK

Title: A Comparison Of The Mechanical Engineering And Safety Engineering Student’S Ict Attitudes At The Obuda University

Journal: SHS Web of Conferences

Publisher: EDP Sciences

Authors: Gabor Kiss, Antonia Szasz

Published: 2016-01-01

Everything You Need To Know

What were the main differences in Information and Communication Technology (ICT) attitudes between mechanical engineering and safety engineering students, as found in the Obuda University study?

The study at Obuda University revealed that while both mechanical engineering and safety engineering students generally have positive attitudes toward Information and Communication Technology (ICT), mechanical engineering students are more inclined to view ICT as a valuable learning tool, especially when integrated by instructors. Safety engineering students, however, see the broader impact of ICT more positively, particularly its ability to enhance learning environments and offer greater flexibility.

Based on the study's findings, should instructors adapt their teaching methods differently for mechanical engineering versus safety engineering students regarding Information and Communication Technology (ICT)?

Instructors should indeed consider adjusting their teaching methods. Given the nuances in ICT attitudes between mechanical engineering and safety engineering students, tailoring approaches can be beneficial. For mechanical engineering students, emphasize the integration of designer ICT tools into the curriculum to leverage their positive view of ICT as a learning tool. For safety engineering students, highlight how ICT can improve learning environments and provide flexibility, appealing to their broader perspective on its impact.

Can you elaborate on the composition of the Likert scale questionnaire employed at Obuda University to gauge Information and Communication Technology (ICT) attitudes? What specific aspects of ICT did it aim to measure?

The Likert scale questionnaire used in the Obuda University study consisted of 23 items and was designed to measure various aspects of Information and Communication Technology (ICT) attitudes among students. While the specific questions aren't detailed, such questionnaires typically cover areas like perceived usefulness, ease of use, anxiety, and overall attitude toward ICT. These components help researchers understand the multifaceted ways in which students perceive and interact with technology in their academic lives.

In what ways does a positive attitude toward Information and Communication Technology (ICT) specifically improve academic outcomes and career readiness for mechanical and safety engineering students?

A positive attitude toward Information and Communication Technology (ICT) significantly enhances academic outcomes for engineering students by fostering engagement, improving learning efficiency, and promoting a deeper understanding of course material. Moreover, it equips students with essential skills for a technology-driven professional world, enhancing their career readiness and adaptability. Encouraging such an attitude ensures students are not only academically successful but also prepared for future challenges and innovations in their fields.

What are the broader implications of the observed differences in Information and Communication Technology (ICT) attitudes between mechanical engineering and safety engineering students for the design and delivery of engineering education?

The divergence in Information and Communication Technology (ICT) attitudes between mechanical engineering and safety engineering students at Obuda University has implications for curriculum design, pedagogical approaches, and resource allocation within engineering education. Curricula can be tailored to highlight the practical applications of ICT in each field, while pedagogical methods can be adjusted to cater to the specific learning preferences of each group. Additionally, resources can be strategically allocated to support the ICT tools and technologies most relevant to each discipline, ultimately enhancing the educational experience and preparing students for their future careers.