European Journal of Engineering Education

Aims & Scope

European Journal of Engineering Education is a forum for scholarly dialogue to further engineering education.

The journal embraces multiple perspectives to examine relevant conditions, developments, approaches, methods and experiences relevant for the education of engineers.

It is a European journal with global readership and authorship.

While the European context is emphasised, papers presenting wider international or intercultural dimensions, of interest to our readers, could also be considered for publication.

The journal focuses on higher engineering education.

It could also consider related contexts of general interest to the engineering education community, such as prior education.

European Journal of Engineering Education invites relevant contributions that combine scholarliness with usefulness for improving engineering education.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.8
2024	2.00

SJR (SCImago Journal Rank)

Year	Value
2024	1.181

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	65

Journal Rank

Year	Value
2024	3651

Journal Citation Indicator

Year	Value
2024	1132

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Engineering and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education

  Citation: 239

  Authors: M., P., X., M

• Forms of implementation and challenges of PBL in engineering education: a review of literature

  Citation: 230

  Authors: Juebei, Anette, Xiangyun

• How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum

  Citation: 187

  Authors: Adisa, Slobodan, David

• PBL and CDIO: complementary models for engineering education development

  Citation: 164

  Authors: Kristina, Anette

• ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity

  Citation: 163

  Authors: Sasha, Scott, Rezwanul, Marina, Ghulam M., Sarah, Sarah, Peter, Caz

• Interdisciplinary education: a case study

  Citation: 152

  Authors: Renate G.

• Engineering ethics education in the USA: Content, pedagogy and curriculum

  Citation: 149

  Authors: Joseph R.

• Re-engineering graduate skills – a case study

  Citation: 137

  Authors: Chenicheri Sid, Arun, Patricie

• Engineering graduates’ perceptions of how well they were prepared for work in industry

  Citation: 136

  Authors: Rosanna, Bryan, Jennifer, Duncan

• Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom

  Citation: 135

  Authors: David M., Marie C.

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