Claims:CLAIMS

1. CAD/CAE tools in engineering education: A modern approach to industrial design states that two opposing viewpoints on the findings are presented at the end of this research paper.

2. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said the online questionnaire will be expanded and improved, and the data will be used by the teacher to change how PBL is taught in the classroom.

3. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that this contributes to traffic safety by notifying drivers when the divider is approaching.

4. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that the evaluation criteria were presented for the second time in a straightforward manner with the goal of establishing clear evaluation criteria in mind.

5. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that this research looks at all of the important and recent work that has been done so far, as well as its limitations and challenges.

6. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that in recent years, CAD/CAE tools in engineering education has become a hot topic Communication system.
7. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that it is a new intelligent system.
8. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said that after a thorough examination of the files, the root causes of the problems were discovered.
9. CAD/CAE tools in engineering education: A modern approach to industrial design of claim 1, wherein said the method is used as a teaching tool in mechanical engineering classes.
, Description:Descriptions:

Colleges should do everything possible to ensure that future engineers receive the best training possible, resulting in a modern and adaptable profile that meets the needs of today's job market. Maraghy believes that higher education, particularly in engineering, must teach students how to interact with society in general. To stay afloat in the face of fierce competition, businesses must devise new strategies. At the same time, they must provide their customers with the products and services they want at a price they can afford. While in school, students should learn about the competitive nature of the capitalist world. As a result, when they graduate from college, they will be better prepared to face the realities of the world. Engineers and students must keep up with the rapid pace of change brought on by new technology. As a result, they must broaden their knowledge of various subjects and improve their ability to learn independently. Engineers who want to succeed in the future must have a global perspective. Higher Education Institutions (HEIs) play a critical role in this due to the rapid pace of technological advancement. They are taught in the following ways: The teacher gives them information, and they work hard to absorb it (passive method). Active learning methods help students develop problem-solving skills (ALM). This shifts the focus of teaching and learning away from the teacher and toward the learner, resulting in student skill development. There is a growing interest in active learning methods (ALM). Colleges and universities have embraced and incorporated this new way of thinking about how colleges and universities can help students become mechanical engineers, including classroom-based active learning methods. Students will be better prepared for a dynamic and ever-changing job market this way. They believe that this new method of learning will assist teachers in improving the lives of their students by providing them with more dynamic, long-term, and meaningful ways to learn and by ensuring that the information they learn in class is not only understood, but also used. When combined with problem-based learning, extracurricular team activities can give students a taste of what it's like to be an engineer while also helping them build on their existing knowledge and skills. It's a fantastic resource for anyone interested in engineering or technology. In recent years, research has consistently supported their ALM, which they have implemented throughout the school's graduation programmes. Prioritizing the needs of students and their families was critical, as was promoting a method that addresses real-world issues in classrooms with industrial support on a regular basis, as well as recruiting innovative and critical professionals capable of working in teams, integrating technology into education, and improving overall teaching–learning quality. It's also worth mentioning Arias et alrecent .'s work, in which they used the PBL method to help engineering students become more entrepreneurial. PoPBL, which stands for "project-oriented problem-based learning," is a popular teaching method in engineering schools. It has been shown to help students develop an entrepreneurial mindset and the ability to make a difference. PBL has a slew of benefits that are frequently discussed in the literature, and examples are plentiful. The majority of problems and limitations that people regard as good or bad are determined by what the faculty thinks about them. According to Perrenet et albook, .'s PBL does not always result in students acquiring and constructing the knowledge they want to learn and apply in the workplace. Furthermore, there are examples in the literature of PBL participants being more motivated, exhibiting greater teamwork, and performing better in class. Numerous studies have revealed that students may not understand engineering fundamentals as well as they thought. Students and professors were asked to consider the positive and negative aspects of PBL in a recent study, and the results were made public after the study. Students are overburdened with work and lack a firm understanding of engineering fundamentals, in addition to issues with some team members' lack of engagement. Professors, on the other hand, believed that time constraints were a problem, except when dealing with PBL curricula. This is due to the fact that they require a significant amount of time and effort, that they are still figuring out how to be more active in their education, and that they were initially afraid to start. Professors, according to Mihic and Zavrski, may also be disconnected from reality, making it difficult for students to learn practical skills. This is true even in fields where the benefits of problem-based learning continue to outweigh the risks, such as biomechanical engineering. Mechanical engineers solve the majority of their field's problems using CAD/CAM and CAE software. Students who use metacognitive skills to learn how to solve problems can boost the efficacy of project-based learning. Looking for improvements in student achievement, problem-solving skills, subject-matter knowledge, and students' ability to apply new skills and strategies learned during the project to perform their jobs more effectively is a simple way to determine whether PBL is effective. Furthermore, this article discusses project-based learning (PBL), a teaching method that incorporates both objective criteria and student feedback via a questionnaire. Students learn how to incorporate CAD/CAM/CAE into their mechanical engineering classes using the PBL method. The method is used as a teaching tool in mechanical engineering classes. Ullah and Harib recently published a study on teaching engineering students to use CAD and CAM. As part of a project-based learning (PBL) endeavour, they provided tutorials to students. The students then formed groups to work on the problems they encountered. If both teachers and students participate in the evaluation process, they will communicate their thoughts and concerns more frequently. The manner in which a teacher teaches their class can either demonstrate the efficiency and effectiveness of the class. Students, on the other hand, place a high value on having their voices heard. Students must understand that clear evaluation criteria, as well as clear planning and implementation of the PBL session, are essential in this case. Another aspect of the PBL experience worth mentioning is the number of different solutions to the same problem. This enabled and aided in the development of group discussion skills and strategies.
Because the teacher is in charge of ensuring that the teams follow the rules of their work and do not do anything inappropriate for the situation, he is more critical of group discussions in this situation than he is in a passive class. When people work in groups, there are obvious differences in their levels of knowledge and personalities. The teacher's role as a mediator is critical in this case. Each member of the group should be helped to write and revise their hypotheses and arguments. This part of the strategy is crucial. The results show how hard and enthusiastically the teams worked. Students believe they have already solved a problem in class because of the emphasis on project-based learning (PBL). The other teams are bound to be jealous of their team's position at the top of the table. Individuals were more motivated to complete their work because the evaluation was ranked. To begin, it is critical to acknowledge that the semester's final weeks of class were emotionally taxing due to the predetermined timetable and evaluation criteria.