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<p>This study employs a mixed-meta methodological approach to evaluate the effectiveness of engineering design applications in secondary education. We synthesized findings from rigorously selected studies by integrating quantitative meta-analyses (MetaWin and CMA 2.0) with qualitative meta-thematic analyses (Maxqda and document analysis). This approach identified four key themes: (1) the relationship between engineering design and individual development, (2) its impact on project creation skills, (3) its influence on classroom climate and perceptions of success, and (4) challenges and proposed solutions. Results show that engineering design applications have a positive, moderate effect on academic achievement at the secondary level, with an effect size of g = 0.41, based on Thalheimer and Cook’s (<CitationRef CitationID="CR72">2002</CitationRef>) guidelines. These findings underscore the potential of integrating engineering design principles into curricula to improve student outcomes. The study also emphasizes the need for broader research parameters and a more comprehensive range of studies to enhance the validity of findings and further enrich the existing literature.</p>

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Integrating engineering design in secondary education: a mixed- meta method on enhancing 21st century skills

  • 期刊论文

  • 发表日期：

    2025年11月25日

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  • Veli Batdı,
  • Mehmet Başaran,
  • Gillian H. Roehrig,
  • Denizhan Yağlı

摘要

This study employs a mixed-meta methodological approach to evaluate the effectiveness of engineering design applications in secondary education. We synthesized findings from rigorously selected studies by integrating quantitative meta-analyses (MetaWin and CMA 2.0) with qualitative meta-thematic analyses (Maxqda and document analysis). This approach identified four key themes: (1) the relationship between engineering design and individual development, (2) its impact on project creation skills, (3) its influence on classroom climate and perceptions of success, and (4) challenges and proposed solutions. Results show that engineering design applications have a positive, moderate effect on academic achievement at the secondary level, with an effect size of g = 0.41, based on Thalheimer and Cook’s (2002) guidelines. These findings underscore the potential of integrating engineering design principles into curricula to improve student outcomes. The study also emphasizes the need for broader research parameters and a more comprehensive range of studies to enhance the validity of findings and further enrich the existing literature.