2026 ASEE Annual Conference & Exposition

Uncertainty, whether related to knowledge, task demands, or social roles, is a critical factor in both learning and decision-making. It can stem from ambiguity during human-human or human-machine interaction. Uncertainty is a feeling of doubt, confusion, or wonderment about the ambiguous situation and can arise due to inadequate training, lack of information, and poor communication. Suboptimal management of uncertainty can pose serious safety risks in critical aviation scenarios, especially involving student pilots, characterized by ineffective information exchange between student pilot and instructor pilot. While prior research has investigated how such uncertainties are handled in high-risk scenarios, especially focusing on Crew Resource Management, these have not translated into education focused on helping student pilots handle uncertainty productively to mitigate safety risks. To address this gap, we draw on emerging research in engineering education, investigating how students collaboratively manage uncertainties productively. This paper introduces a conceptual framework that bridges educational theory and aviation human factors to explore how uncertainty influences pilot learning, communication, and decision-making. The framework combines epistemological uncertainty (knowledge- or skill-related) and positional uncertainty (role- and authority-related) with the Human Factors Analysis and Classification (HFACS) framework to identify underlying contributors to uncertainty in flight training. Drawing parallels between collaborative classroom problem-solving and instructor-led flight training, we examine student and instructor pilots’ experiences of uncertainty during training sessions. Using a qualitative thematic approach, we analyzed thirteen narrative reports from NASA’s Aviation Safety Reporting System (ASRS) involving student-instructor training flights. Findings indicate that both epistemological and positional uncertainties were involved, and they are most frequently associated with skill-based errors within the HFACS classification. These insights may help inform improvements in flight training design, simulator-based interventions, and aerospace engineering curriculum development.