2026 ASEE Annual Conference & Exposition

With the increasing presence and advancements of technology in education, understanding how students think, learn, and stay motivated has become more critical than ever. Regarding the engineering field specifically, research implicates technology-specific advancements as a potential resource to aid students in a field consistently regarded as rigorous and challenging. This paper investigates the personality traits, motivational drivers, and cognitive tendencies of engineering students to propose evidence-based strategies for improving engineering education.

A comprehensive review of current literature revealed that, while engineering students do not significantly differ from the general population on the Big Five Personality Traits, they consistently score higher in tough-mindedness, reflecting a preference for logic and decision-making driven by empiricism and data. From a cognitive standpoint, engineering students exhibit strong problem-solving and systems-thinking skills, which greatly aid them in critical thinking tasks. These skills, however, are counteracted by students’ tendency to adopt fixed mindsets, which can impede long-term growth. Additionally, motivation is influenced equally by intrinsic factors (such as interest in subject matter and personal accomplishment) and extrinsic factors (namely career prospects and recognition), though gender differences in specific motivational drives emerge. Notably, family influence plays a central role for female students, who often rely on positive role models and social encouragement, whereas male students are more influenced by early personal experiences with technology. These findings collectively highlight the complex interplay between identity, mindset, and motivation in shaping students’ engagement and persistence in the engineering field.

Based on these findings, this paper argues for reforming engineering education toward more student-centered, active, and blended learning environments that align with the cognitive and motivational distinctions of engineering students. To combat students’ tendency towards fixed mindsets, active learning approaches have been shown to foster growth mindsets, increase engagement, and promote critical thinking. Potential approaches include group collaboration tasks, project-based learning, and interactive feedback from both peers and instructors. Furthermore, research supports increased implementation of blended learning models, which combine online and in-person instruction. Blended learning models allow for integration of new technology, with traditional teaching methods to enhance students’ ability to reflect, contextualize, and apply complex concepts in a variety of settings reflective of the diverse modalities of modern engineering.

Ultimately, understanding the “engineering mind” in the scope of personality, cognition, and motivation offers a foundation for redesigning engineering education in the age of technology. By designing curriculum that fosters growth, enhances engagement, and strengthens students’ sense of identity, educators can better prepare students to thrive as innovative and resilient engineers in a rapidly evolving technological landscape.