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Bridging Cultures in Engineering Education: Lessons from Civil and Electronic Labs in China
Michael Johnson1, Michael Quilligan2, Filip Gurkalo3, Declan Phillips2
1: Department of Electronic & Computer Engineering, University of Limerick, Ireland; 2: School of Engineering, University of Limerick, Ireland; 3: School of Civil Engineering, Henan Polytechnic Univeristy, China
Transnational education (TNE) presents opportunities to adapt and refine engineering laboratory teaching across diverse cultural and institutional contexts. This study examines the development and implementation of redesigned civil and electronic engineering laboratory practices delivered to undergraduate students in China. The work explores how structured, concept-centred, and culturally responsive laboratory design can support engagement, inclusivity, and conceptual learning in large-cohort practical settings. A design-based research methodology was employed, enabling iterative refinement of laboratory interventions through cycles of implementation, observation, and evaluation. Data were gathered through facilitator reflections, structured observations, student focus groups, learning artefact review, and learning analytics. The redesigned laboratories incorporated scaffolded digital guides, role-based peer collaboration, formative micro-assessments, and concept-first experimental sequencing. Findings indicate that highly structured laboratory scaffolding reduced cognitive load and improved workflow efficiency, while concept-centred experimental activities strengthened connections between theoretical knowledge and experimental evidence. Inclusive participation mechanisms, including rotating team roles and multimodal feedback channels, broadened student engagement and supported diverse learning needs. Student feedback highlighted improved confidence in applying engineering principles and increased awareness of uncertainty and variability in experimental practice. The study contributes evidence-based design patterns for scalable laboratory teaching within TNE environments and highlights the importance of culturally responsive instructional design. The findings provide a foundation for future adaptation of large-cohort laboratory models across international engineering education contexts.
