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[/vc_column][/vc_row][vc_row][vc_column width=”1/1″][vc_column_text]EXPERTS:

  • Sr Dr. Noorsidi Aizuddin Mat Noor
  • Ir. Razali Sulaiman
  • Dr. Fauzan Khairi Che Harun
  • Dr. Ponselvi Jeevaragagam




The introduction of CDIO is aimed at making project / problem based learning the norm. Utilising this approach, the learning and teaching in engineering purposefully aims to promote innovative thinking, thus equipping students with high-level problem-solving skills in a way that builds on theory whilst enhancing practical competencies and abilities.

The CDIO syllabus consists of four parts[5]

  1. Technical knowledge and reasoning
  2. Personal and professional skills
  3. Interpersonal skills
  4. CDIO

The CDIO Syllabus Report is the definitive document on the creation of a CDIO program including a syllabus based on the CDIO Syllabus. It covers in detail:

  1. The Syllabus structure
  2. Developing detailed content
  3. Determining appropriate student proficiency levels
  4. Formulating the Syllabus as learning objectives

Processes and procedures of Implementation

The CDIO Implementation Kit (iKit) is a set of papers and other materials that provide methods, tools, and models to help you implement a CDIO approach in your engineering education program. It is intended to assist with your adaptation of the CDIO approach to your own disciplines, universities, and national and regional requirements.The iKit focuses on descriptions of methodology, case studies, and comparative benchmarking studies from engineering programs at universities who are currently members of the CDIO Initiative.

The Implementation Kit is organized loosely around the CDIO Standards, a set of identified effective practices for engineering education.

For each group of related topics, there is a brief description of the topics with links to papers or reports that explain methods, frameworks, benchmarking studies, and examples of implementation:

The first section addresses CDIO as the Context of engineering education. It also includes information about change and implementation in general. The focus is on:

Standard 1 – CDIO as Context

The Curriculum section includes methods to specify learning outcomes and design curriculum to address them, with an emphasis on students’ introduction to engineering. The focus is on:

Standard 2 – Learning Outcomes

Standard 3 – Integrated Curriculum

Standard 4 – Introduction to Engineering


The section on Design-Implement Experiences and Workspaces includes methods to engage students in authentic engineering activities in well-designed engineering workspaces, as well as suggestions for enhancing the personal, interpersonal, and system building skills of the teaching faculty. The focus in on:

Standard 5 – Design Implement Experiences

Standard 6 – Engineering Workspaces

Standard 9 – Enhancement of Faculty Skills Competence


The Teaching and Learning section describes methods and tools to improve teaching quality, as well as suggestions for enhancing the teaching and assessment skills of the faculty. The focus is on:

Standard 7 – Integrated Learning Experiences

Standard 8 – Active Learning

Standard 10 – Enhancement of Faculty Teaching Competence


The Assessment and Evaluation section includes methods for assessing student learning and evaluating instructional programs. The focus is on:

Standard 11 – Learning Assessment

Standard 12 – Program Evaluation


The suggested process for implementing the CDIO approach starts with the adoption of the principle that CDIO is the context of engineering education, followed by the specification of the intended learning outcomes of the engineering program. These two steps establish the context, program goals, and specific objectives for learning.

The next step is to benchmark your program in four areas: your curriculum, your use of design-implement experiences and workspaces, your approaches to teaching and learning, and your assessment and evaluation practices. With the benchmarking results, you can identify areas for improvement and design your program to meet your goals. On the way to reaching program goals, you will probably find that you need to initiate or strengthen programs that enhance faculty competence in skills and in teaching.[/vc_column_text][/vc_column][/vc_row]