CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
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In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
SIMULATION WITH OR WITHOUT DEPTH? DIDACTIC OPPORTUNITIES AND BOUNDARIES OF FEA USE IN EARLY ENGINEERING EDUCATION
Kröpfl, Patrick; Probst, Andreas; Ortner-Pichler, Alexander; Landschützer, Christian
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
TU Graz, Austria; HTL Wels, Austria
Page(s):
209 - 214
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
The use of Finite Element Analysis (FEA) has long been recognized as a core component of engineering education. With FEA embedded in CAD systems, it is now easily accessible and widely applied, even in contexts where the theoretical foundations are not fully addressed. This tension between intuitive usability and the need for methodological depth is increasingly shaping instructional practices at technical institutions. This paper examines this phenomenon using Austria’s Higher Technical Colleges (HTLs) as a case study. A recent survey shows that 96% of HTL teachers regularly apply it in their classrooms. Many instructors motivated by their own awareness of FEA’s didactic value and by the interest shown by students actively integrate simulation to provide deeper insights. This initiative-driven use reflects a forward-thinking and engaged teaching culture. The findings reveal a broader pattern: simulation tools are often used as intuitive extensions of CAD and are valued for their ability to support visualization and conceptual understanding. In the context of diverse educational approaches, this paper explores how FEA supports different learning pathways, from visual and exploratory to analytical and offers new ways to engage with technical content. At the same time, it highlights the heterogeneity of knowledge among learners and teachers, especially within a new generation of educators raised with digital tools. The paper concludes by discussing how FEA can be responsibly integrated not as a substitute for theoretical instruction, but as a complementary tool that supports and enriches engineering education.
Keywords:
