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Engineering technology through a constructivist lens: student motivations and experiences.

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Title: Engineering technology through a constructivist lens: student motivations and experiences.
Authors: Yang, Jason X.1 (AUTHOR), Rodriguez, Mia M.2,3 (AUTHOR), Boss, Martha C.2 (AUTHOR), Lucietto, Anne M.4 (AUTHOR) lucietto@purdue.edu, Mungo, Monita H.5 (AUTHOR), Berhan, Lesley6 (AUTHOR), Kumar, Revathy7 (AUTHOR), Archer, Joshua8 (AUTHOR), Chen, Jeanne9 (AUTHOR)
Source: Frontiers in Education. 2026, p1-15. 15p.
Subject Terms: *Engineering technology education, *Constructivism (Education), *STEM education, *Retention of college students, *Academic motivation, *Diversity & inclusion policies, Mentoring
Abstract: Introduction: Engineering Technology (ET) students construct belonging, identity, and academic persistence within predominantly white institutional environments where representation and recognition shape academic confidence. This study examines how constructivist learning processes operate within ET programs and how social and structural contexts influence student persistence. Methods: Guided by constructivist learning theory, the study employed a qualitative design consisting of an eligibility survey and two focus groups with currently enrolled ET majors at Purdue University. Participants discussed motivations for selecting ET, perceptions of program culture, interactions with peers and faculty, and experiences of inclusion and exclusion across campus. Results: Students were drawn to ET for its applied, hands-on learning model, early exposure to discipline-specific coursework, and perceived alignment with their learning preferences. They described developing confidence and professional identity through collaborative lab work, mentorship, and peer-based support networks. At the same time, they navigated limited demographic representation, external assumptions about ET's academic rigor, and uneven access to institutional resources typically associated with traditional engineering. Discussion: These dynamics shaped how students interpreted their place within the broader STEM environment and influenced their academic outlook and persistence. Belonging operates as both a social and cognitive resource, enabling students to integrate prior experiences with new learning demands and persist despite structural or interpersonal challenges. Institutions should validate ET as a rigorous STEM pathway, strengthen mentorship and advising structures, and create inclusive learning environments that recognize the diverse backgrounds and strengths ET students bring to applied STEM education. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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  Data: Engineering technology through a constructivist lens: student motivations and experiences.
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  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Jason+X%2E%22">Yang, Jason X.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Mia+M%2E%22">Rodriguez, Mia M.</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boss%2C+Martha+C%2E%22">Boss, Martha C.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lucietto%2C+Anne+M%2E%22">Lucietto, Anne M.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> lucietto@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Mungo%2C+Monita+H%2E%22">Mungo, Monita H.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berhan%2C+Lesley%22">Berhan, Lesley</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kumar%2C+Revathy%22">Kumar, Revathy</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Archer%2C+Joshua%22">Archer, Joshua</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Jeanne%22">Chen, Jeanne</searchLink><relatesTo>9</relatesTo> (AUTHOR)
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  Data: Introduction: Engineering Technology (ET) students construct belonging, identity, and academic persistence within predominantly white institutional environments where representation and recognition shape academic confidence. This study examines how constructivist learning processes operate within ET programs and how social and structural contexts influence student persistence. Methods: Guided by constructivist learning theory, the study employed a qualitative design consisting of an eligibility survey and two focus groups with currently enrolled ET majors at Purdue University. Participants discussed motivations for selecting ET, perceptions of program culture, interactions with peers and faculty, and experiences of inclusion and exclusion across campus. Results: Students were drawn to ET for its applied, hands-on learning model, early exposure to discipline-specific coursework, and perceived alignment with their learning preferences. They described developing confidence and professional identity through collaborative lab work, mentorship, and peer-based support networks. At the same time, they navigated limited demographic representation, external assumptions about ET's academic rigor, and uneven access to institutional resources typically associated with traditional engineering. Discussion: These dynamics shaped how students interpreted their place within the broader STEM environment and influenced their academic outlook and persistence. Belonging operates as both a social and cognitive resource, enabling students to integrate prior experiences with new learning demands and persist despite structural or interpersonal challenges. Institutions should validate ET as a rigorous STEM pathway, strengthen mentorship and advising structures, and create inclusive learning environments that recognize the diverse backgrounds and strengths ET students bring to applied STEM education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3389/feduc.2026.1668377
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        Text: English
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      – SubjectFull: STEM education
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      – SubjectFull: Academic motivation
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      – SubjectFull: Diversity & inclusion policies
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              Text: 2026
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