2026 ASEE Annual Conference & Exposition

Engineering, both as a field of study and as a profession, has long been recognized for its essential role in addressing complex, real-world challenges through creativity, innovation, and the practical application of scientific and mathematical principles. This qualitative descriptive study explored how Generation Z high school students define and describe engineering after participating in a week-long Introduction to Engineering course. The study aimed to understand students’ evolving perceptions of what engineering entails, how it is practiced, and the skills and processes they associate with it. Data sources included student work and written reflections collected throughout the course. Thematic analysis of these data revealed that students conceptualize engineering as a dynamic, interdisciplinary, and collaborative field that connects science, mathematics, and technology to address practical problems and improve quality of life.

Three overarching themes emerged from the analysis: problem-solving and innovation, application of knowledge, and collaboration and creativity. Students frequently described engineering as a process of identifying problems, generating ideas, testing solutions, and improving designs through iteration and critical thinking. Many associated engineering with innovation, meaning using established knowledge to design new technologies and processes that make everyday life more efficient and accessible. Students also recognized that engineering depends on the integration of multiple disciplines, especially science and mathematics, to create practical and data-driven solutions. Finally, students emphasized the importance of teamwork, creativity, and communication in transforming ideas into tangible outcomes.

Overall, the findings indicate that Gen Z students view engineering as a purposeful and evolving field that combines technical expertise with creativity and collaboration. Their conceptions align closely with emerging perspectives on the Nature of Engineering (NOE), which highlight engineering as both a social and epistemic enterprise rather than solely a technical discipline. This suggests that structured pre-college experiences, such as summer courses and informal learning programs, can help students develop a more accurate and holistic understanding of what engineers do and why their work matters.

These findings have important implications for pre-college engineering education. By emphasizing problem-solving, creativity, and collaboration alongside scientific and mathematical rigor, educators can create more meaningful learning experiences that help students connect engineering to their own lives and communities. Cultivating this broader understanding of engineering can also strengthen students’ confidence, curiosity, and motivation to pursue engineering-related pathways in the future.