A Model of Cooperative Engineering Didactics for the Training of Identity within the Engineering Activity

As engineering increasingly intersects with societal challenges, developing interpersonal competencies is essential. This study investigates how a community-based, service-learning course fosters such competencies in senior engineering students. The EPICS-IMPRINT course engaged participants in designing and delivering technology education workshops to secondary school pupils. A qualitative mixed-methods approach guided data collection through classroom observations, interviews, and reflective journals. Results show that students improved their ability to communicate engineering concepts to non-specialists, collaborated effectively with education students, and developed a more reflective understanding of their professional identity. The experience supported growth in adaptive communication, teamwork, and responsibility through authentic engagement. These findings indicate that integrating cooperative outreach projects into engineering curricula strengthens key professional competencies. This pedagogical model aligns technical education with real-world demands and offers a promising avenue for curricular innovation. Future research should investigate its long-term influence on graduates’ trajectories and compare its effects with traditional instructional approaches.