Technical Drawing (TD) plays a foundational role in the education of undergraduate Industrial and Mechanical Engineering students in Italy. Despite being formally unified under the same academic disciplinary sector (IIND-03/B previously ING-IND/15), TD courses display significant heterogeneity across universities in terms of content, pedagogical approaches, and assessment strategies. This paper presents a comprehensive national mapping of TD instruction based on the systematic analysis of publicly available course syllabi from all Italian universities offering relevant degree programs. The study explores variations in curricular structure, teaching methodologies, and evaluation practices, highlighting emerging trends such as the integration of CAD tools, autonomous learning modules, and differentiated assessment pathways. The findings underscore both convergences and divergences in instructional design, laying the groundwork for a shared reflection among educators. This initial mapping supports the future development of national guidelines and contributes to broader international conversations on curriculum harmonization and innovation in engineering education.
A National Overview of Engineering Technical Drawing Education in Italy: Course Content, Teaching Methods, and Assessment Practices
Ceccacci S.;Telloni A. I.;
2026-01-01
Abstract
Technical Drawing (TD) plays a foundational role in the education of undergraduate Industrial and Mechanical Engineering students in Italy. Despite being formally unified under the same academic disciplinary sector (IIND-03/B previously ING-IND/15), TD courses display significant heterogeneity across universities in terms of content, pedagogical approaches, and assessment strategies. This paper presents a comprehensive national mapping of TD instruction based on the systematic analysis of publicly available course syllabi from all Italian universities offering relevant degree programs. The study explores variations in curricular structure, teaching methodologies, and evaluation practices, highlighting emerging trends such as the integration of CAD tools, autonomous learning modules, and differentiated assessment pathways. The findings underscore both convergences and divergences in instructional design, laying the groundwork for a shared reflection among educators. This initial mapping supports the future development of national guidelines and contributes to broader international conversations on curriculum harmonization and innovation in engineering education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
