New Educational Strategy in Engineering Education – Case Study P. Segeč * , M. Drozdová * , Ľ. Mikuš * * Faculty of Management Science and Informatics, University of Zilina, Univerzitna 8215/1, 010 26 Zilina e-mail: {pavel.segec, matilda.drozdova, ludovit.mikus }@fri.uniza.sk Abstract— The article presents solutions of two ESF projects carried out at the University of Žilina and the implementation of their conclusions addressed to new approaches in engineering education. The goal of first project was the innovation of education through implementation of information and communication technologies (ICT) in the development of multimedia educational resources. The project result is a study that recommends changes in the engineering education at the organizational, technological and implementation level. The second national project goal was the assessment of universities curricula’s effectiveness. Article’s authors had been involved in the project and they have evaluated the effectiveness of study program Applied Networking Engineering (ANE). One of project results was also the recommendation of employers to encompass new procedures into today’s engineers training. They ensure that students acquire together with technical content and expertise also set of transferable soft skills and competences. The fulfillment of this recommendation and reuse of certain parts of study have sparked the innovation process in ANE study program. We have started the process innovation by implementing principles of problem-oriented project-based learning (POPBL) in our three study subjects called Project 1, Project 2 and Project 3. I. INTRODUCTION ICT in education is still actual topic. Finding its solution is a process lasting more as ten years and have had and still has several subtopics. The first topic was the implementation of Learning Management Systems (LMS) in the management of education. Later it was the creation of multimedia educational resources. Its finally results is the concept of Massive Open Online Courses (MOOCs). These topics are subject of several publications from researchers at the University of Žilina [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11]. However, the exploitation of existing solutions within engineering education has brought only partial changes. They led to the introduction of electronic processing as the replacement of operations, previously performed manually or partially mechanically. Forms of education have changed a very little. Education at universities usually remains within the traditional education form, referred as teacher-centered or lecture- based approach. Although such approach has been applied on universities for centuries, actual requirements of practice require its change. The reason are new needs of present engineers of the 21st century that requires a much tighter interconnection between theory and practice. From the education reforms point of view it especially means an improved integration of knowledge, skills and attitudes in engineering education. Teachers are faced up with a big challenge – how to change an education environment that technical knowledge and skills are interconnected together with soft skills such as self-management, teamwork, communication, critical thinking, and others. Future engineers should be able to apply them in their practice together better, than how it was before. Achieve a desired change first and foremost it requires a change in the strategy of teaching. From existing, a teacher-centered, instructional approach to new, more learner-centered oriented approach. Especially the learner- centered approach supports student’s activities and cooperation. It allows a creative learning that leads to more durable and valuable knowledge. The most often pedagogical methods of the learner- centered approach are problem-oriented and project-based learning. Implementations can be found in various publications and sources. Theirs authors are often focusing on so called Aalborg model, which has been developed and is used at Aalborg University in Denmark [12]. The model combines the problem-oriented and project-based learning paradigm and brings for Aalborg University mutual benefit to theirs students, faculties and the society. Particularly interesting is the debate on the integration of non-technical engineering skills and competencies for engineering curricula. This discussion highlights the importance of applying the problem- oriented approach in contrast to the subject-oriented approach, thus expressing the difference between the identification of a problem and its solution in education. In [13], chapter 4 proposes the problem-oriented pedagogy in engineering education as an effective method for the preparation of future engineers. Although this pedagogy approach raises many tensions there are different ways from different teachers how to implement it. If any implemented it properly the approach may brings progress and innovation in education of engineers. The problem- oriented learning supports mainly the development of technical and procedural knowledge and skills together with different professional attitudes. And that is the requirement in engineering education. Problem-oriented learning is usually associated with the project-based learning (PBL). In [14] is PBL referred to as a critical innovation approach for success of the 21st century teaching. PBL requires from students cooperation on the problems solving, communication and the problem solution are based on prior knowledge of students. Such approach allows students at the same time acquire communication skills together with problem solving skills. Exploitation of PBL described in [15] underlines the impact of this approach mainly on the student motivation and the development of critical thinking. At the same time