Industrial Visits as Experiential Pedagogy in Engineering Education

Abstract

Industrial visits are a vital element of engineering education, directly contributing to the attainment of graduate outcomes as outlined in Outcome-Based Education (OBE) frameworks. However, without structured pedagogical planning, such visits often risk being more recreational than educational. This study applied the SEAR (Summarise, Elaborate, Apply, Reflect) method, originally developed in prior research, and adapted it to align with Kolb’s Experiential Learning Cycle to evaluate the impact of a short-term industrial visit in an Electrical Engineering course. Pre-visit and post-visit questionnaires were distributed to measure student’s perceptions, understanding, and engagement. The data were analysed using descriptive statistics, with mean score comparison to identify improvement in learning outcomes. The results showed significant learning gains where 87% of students reported improved theoretical understanding, 81% enhanced practical understanding, 76% better ability to link theory with real-world applications, and 72% increased confidence in problem-solving. Assessment scores rose from 64% to 84%, indicating a 20% improvement in overall understanding. Qualitative feedback revealed that students valued seeing real operations, which strengthened their motivation and improved connections between classroom theory and practical application. These findings demonstrate that industrial visits, when guided by structured pedagogical models such as SEAR, can effectively enhance Programme Learning Outcomes (PLOs) related to engineering knowledge, practical application, and lifelong learning, transforming site visits into impactful experiential learning opportunities.