The Concept of Using Engineering Design Process via Digital Storytelling to Enhance the Teaching Experience for Pre-service Engineering Teachers

The professional teaching practicum plays a crucial role in enhancing the quality of vocational educators. Unlike general education, vocational teaching requires proficiency in both theoretical knowledge and practical skills. One particular education approach is imagineering, which is a portmanteau of imagination and engineering. It refers to an interdisciplinary process that combines creative ideation with engineering principles. It involves transforming abstract, imaginative concepts into tangible outcomes through systematic design and innovation. Imagineering bridges visionary thinking with technical implementation and is widely applied in fields such as educational technology, media innovation, and product development, where creativity and functionality must converge. As well as effectively transferring knowledge to students in alignment with labor market demands. Therefore, professional teaching practicum is a vital component in preparing vocational teacher trainees (or pre-service engineering teachers). Its significance can be outlined as follows.

• Development of Teaching Skills and Instructional Management: The practicum allows teacher trainees to develop lesson planning skills, utilize instructional materials, and design effective learning activities, which are essential for successful vocational education.
  
• Enhancement of Professional Skills and Subject Expertise: Vocational teachers must be highly skilled in their respective fields. Training in actual educational institutions or workplaces enables trainees to gain hands-on experience and familiarize themselves with real-world work environments.
  

Professional Teaching Practicum in the Faculty of Technical Education [1]. The Faculty of Technical Education is an academic institution that provides professional teaching practicum courses for pre-service engineering teachers. The training approach integrates principles of technical training with pedagogical knowledge, combining expertise in teaching and technical fields. Professional teaching practicum is a core component of technical education, aiming to equip graduates with the necessary teaching skills required for their profession.

The practicum process is systematically structured, beginning with substantial support from instructors and gradually transitioning towards independent lesson planning and teaching by the students themselves. The subject known as Educational Practice or Teaching Practicum today follows the same philosophy as technical skill training, which emphasizes a structured approach and a progressive skill development process over time. The practicum is organized according to the academic years as follows.

• First Year, The training begins with Microteaching, allowing students to explore various teaching methods. Students practice teaching among their peers and engage in discussions to refine their teaching techniques.
  
• Second Year, Students gain real teaching experience by instructing vocational certificate (Vocational Certificate: Por Wor Chor and High Vocational Certificate: Por Wor Sor) students in theoretical technical subjects or technical drawing. Instructors set learning objectives and provide worksheets and test sheets, while students are responsible for the remaining aspects of lesson preparation and delivery.
  
• Third Year, Students undertake the teaching of both theoretical and practical subjects. Instructors provide learning objectives and test sheets, while students assume full responsibility for lesson planning and classroom instruction.
  
• Fourth Year, Students are required to independently conduct both theoretical and practical lessons, following these steps.
  
• Step 1: Lesson preparation with subject instructors and supervisors
  
• Step 2: Rehearsing lessons with peers to correct errors and improve teaching techniques
  
• Step 3: Conducting actual teaching sessions
  
• Step 4: Post-teaching discussions with supervisors, subject instructors, and peers for performance evaluation and teaching analysis
  
• Step 5: Writing a practicum report, which includes critiques, recommendations, statistical records, and an improved lesson plan.
  

This professional teaching practicum for pre-service engineering teachers reflects the principles of systematic and progressive technical skill training, ensuring that students develop the competencies necessary to become highly qualified technical educators.

The sample group consists of 10 selected experts from educational institutions with expertise in teaching, coaching pre-service engineering teachers, system design, technology education, and information and communication technology for education. The tools used in this research include the model of the engineering design process via digital storytelling for pre-service engineering teachers and an evaluation form for assessing the suitability of the model, developed using a 5-level rating scale. The objectives of this study are listed as follows.

This research involves analyzing the components of using the engineering design process integrated with digital storytelling to enhance the teaching experience for pre-service engineering teachers using a systematic approach for development and can be divided into three phases as follows.

• Phase 1: The initial phase of the study begins with an exploration of the digital storytelling process to integrate storytelling techniques [4] for enhancing communication effectiveness in engineering content. The objective is to apply various digital storytelling methods to facilitate storytelling through digital media and engineering software, enabling learners to comprehend the material more easily through visual and audio elements. Additionally, this phase aims to promote communication skills alongside the use of information technology, which is essential in the 21st century [7]. Through the digital storytelling approach that is appropriately adapted for conveying knowledge in electrical and electronic engineering. By integrating with the steps of the engineering design process, which emphasizes critical thinking and problem-solving skills. This method focuses on understanding problems and identifying suitable solutions by employing questioning techniques and aligning well with the context of professional teaching experience training curriculum for students in the Faculty of Technical Education.
  
• Phase 2: In the second phase, following the analysis and integration of the engineering design process with digital storytelling to enhance the instructional experience for Pre-service Engineering Teachers, a suitable process for professional teaching experience training will be developed. This process will reflect the unique teaching characteristics in this field by combining principles of technical training with knowledge of digital storytelling and content delivery.
  
• Phase 3: In the final phase, the study will focus on evaluating the findings based on an appropriation assessment of the design process by evaluating the appropriateness of the model to determine its suitability for application and examining the coherence and logical connection of each step within the model and receive feedback from educational experts. The collected data from expert consultations will be analyzed to assess its suitability before implementation for students' future development. Ten experts will provide recommendations for this research, particularly in two key aspects: the design of the engineering design process model through digital storytelling for pre-service engineering teachers and the appropriateness of its practical application.
  

Results of the analysis for enhancing the teaching experience for pre-service engineering teachers through integrating the engineering design process with digital storytelling. The concept aims to strengthen the teaching competencies of pre-service engineering teachers to gain experience before going out to be a real teacher. The results of the study and analysis are shown in Table I.

The study of digital storytelling in relation to the engineering design process has revealed that effective teaching, content explanation, and subject narration must incorporate the storyteller's personal thoughts and emotions. This integration enhances the storytelling process by using digital materials or technology to facilitate effective content delivery to learners. Furthermore, it encourages storytellers to utilize digital media, reducing learners’ reliance on imagination during communication [8]. Additionally, the study of digital storytelling has revealed its widespread application in education, primarily driven by the increasing popularity of the internet and the growing digital literacy of contemporary learners [9]. The key components of digital storytelling include (1) Vibrancy, (2) Experiential engagement, (3) Fostering creativity, (4) Content relevance, (5) Communication that promotes critical thinking beyond mere narration, and (6) Artistic presentation. Moreover, the study of the engineering design process has identified six primary stages (1) Problem identification, (2) Related information search, (3) Solution design, (4) Planning and development, (5) Testing, evaluation, and design improvement, (6) Presentation.

Considering the context of pre-service engineering teachers' teaching practice, where the content primarily involves fundamental engineering concepts, it is essential to analyze the integration of these processes to determine their suitability for engineering content delivery. The findings suggest that digital storytelling can be effectively applied to teaching engineering concepts, as engineering education often requires a high level of imagination for explanation and communication [10]. By integrating digital storytelling with the engineering design process, the methodology can be structured into four key steps as follows.

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Based on the study results from interviews with education experts, data were collected to evaluate the suitability of the proposed model prior to its implementation. This analysis aims to ensure the model's effectiveness in enhancing the instructional experience of pre-service engineering teachers in future applications. Ten experts provided feedback on the research, specifically evaluating the design of the engineering design process model integrated with digital storytelling for pre-service engineering teachers as well as its appropriateness for practical application. The evaluation results of the model of engineering design process via digital storytelling to enhance the teaching experience for pre-service engineering teachers indicated that the model was rated as excellent. The suitability of the model of engineering design process via digital storytelling to enhance the teaching experience for pre-service engineering teachers was assessed based on a rating scale across five suitability levels. The evaluation from 10 experts received an average score of 5.00. An average score ranging from 4.51 to 5.00 indicates the highest level of appropriateness according to the criteria. The assessment includes the steps as follows.

• Content: This involves preparing and sequencing instructional material and a detailed approach to teaching methods and content differentiation. The model received an appropriateness rating of Level 5.
  
• Creative Media Innovation: this involves the development of creative media innovations for use in instructional content delivery. The model received an appropriateness rating of Level 5.
  
• Digital Storytelling: this involves the delivery of instructional content through storytelling based on the instructor's own experiences, combined with the use of self-developed creative media innovations. The model received an appropriateness rating of Level 5.
  
• Activity on Platform: this involves the dissemination of instructional media innovations used to support the teacher's content delivery. The model was again rated at Level 5 for appropriateness., referring to the dissemination of instructional media innovations used to support the teacher's content delivery. The model received an appropriateness rating of Level 5.
  

Subsequently, assessment and evaluation of the learning outcomes of pre-service engineering teachers who use the engineering design process via digital storytelling to enhance the teaching experience. The evaluation focused on their performance in creating innovative instructional media in terms of design, planning, application for content presentation, and delivery behaviors. Additionally, the assessment included students’ use of communication and information technology in presenting their work in digital formats. Key recommendations from the experts emphasized the need to place greater focus on the testing, evaluation, and design improvement phase, which is a critical component of the engineering design process.

From the research conducted in three phases, it was discovered that the concept of applying the engineering design process through digital storytelling can significantly enhance the teaching experience of pre-service engineering educators. Based on the evaluation results and expert feedback on the model, there is strong confidence in implementing this model in real teaching practice for pre-service engineering teachers in the Faculty of Technical Education. The findings from all three research phases validate the model's effectiveness and confirm its applicability, successfully addressing the research questions as follows.

• RQ 1: What are the components in designing the model of the engineering design process via digital storytelling for pre-service engineering teachers?
  
• The components of designing a model for the engineering design process via digital storytelling for pre-service engineering teachers consist of four key steps: (1) Preparing engineering content, (2) Creating digital teaching materials to support engineering instruction, (3) Planning storytelling or content delivery using the principles of digital storytelling, and (4) Organizing teaching activities through various platforms selected by the instructor based on their effectiveness in delivering engineering content [12].
  
• RQ 2: What are experts' perceptions regarding the use of the components in designing the model of the engineering design process via digital storytelling?
  
• The experts shared a unanimous and positive perspective. The evaluation results supported the use of the engineering design process model via digital storytelling. All experts agreed that the concept behind developing this model would be beneficial in enhancing the teaching experience of pre-service engineering teachers. Moreover, the components analyzed by the researcher were deemed highly suitable for practical implementation.
  

The success of using the engineering design process combined with digital storytelling to enhance the teaching experience for pre-service technical education teachers shows that integrating the engineering design process with digital storytelling is an effective approach to developing students' teaching and communication skills. The success can be summarized as follows.

1. Development of engineering thinking and problem-solving skills: The engineering design process promotes analytical thinking and systematic thinking, allowing pre-service engineering teachers to identify problems, design solutions, and develop methods of knowledge delivery in a structured manner.
   
2. Improvement of communication and knowledge transfer: By using digital media and storytelling techniques, teaching becomes more engaging, easier to understand, and helps students better retain the content. Pre-service engineering teachers are able to explain engineering concepts through concise, clear storytelling with well-structured narratives.
   
3. Development of technology skills and digital teaching media creation: Each time pre-service engineering teachers practice teaching, they gain experience using design software, video editing, and creating interactive media—skills that are essential for teachers in the digital age. This enables them to develop teaching materials that align with industry standards and modern technologies.
   
4. Enhancement of teaching experience in real-world contexts: This process allows pre-service engineering teachers to practice their teaching through digital media and receive feedback from instructors and peers, fostering active learning. It helps pre-service engineering teachers to improve themselves through hands-on practice in a realistic teaching environment.
   
5. Preparation of students for teaching in the 21st century: As a result of training using the engineering design process combined with digital storytelling, pre-service engineering teachers are equipped with the ability to integrate engineering knowledge, design, and teaching technology. They are capable of creating teaching innovations that enhance the teaching effectiveness in technical education, thus preparing them to become professional teachers in the future.