Transforming Engineering Drawings Curriculum: The Integration of 3D Printing Competencies

Abstract

This study investigates the integration of 3D printing competencies into the undergraduate Engineering Drawing curriculum at a private Institution in Jeddah, Saudi Arabia. Despite the widespread use of computer-aided design in engineering education, many engineering drawing curriculums remain largely theoretical, offering limited opportunities for students to translate digital designs into physical prototypes and develop applied, industry-relevant competencies. The initiative aimed to bridge the gap between computer-aided design (CAD) skills and practical prototyping, addressing student concerns about the real-world applicability of engineering drawing. A mixed-method, longitudinal research design was adopted, combining pre- and post-intervention surveys with descriptive and inferential statistical analysis, as well as comparative analysis of performance metrics, to evaluate short-term learning gains and longer-term skill transfer across academic levels. A two-phase survey methodology was employed: the first phase was administered to 86 freshman students enrolled in MEN100 before and after a two-week 3D printing module, and the second phase was distributed to 83 sophomore students and four faculty members in design courses (IEN201/202) one year later. The key Results indicate that prior to training, fewer than 2% of students had any knowledge of 3D printing, with 91% perceiving it as difficult to use. Post-training, over 80% demonstrated awareness, 91% agreed that 3D printing supported engineering applications, and 95% confirmed substantial hands-on learning. In sophomore design courses, 90% of students reported that the skills gained in MEN100 directly supported prototyping and problem-solving, while instructors highlighted enhanced independence, creativity, and design confidence. Quantitative comparisons revealed a 28% improvement in spatial visualization and a 34% increase in drawing accuracy among students exposed to 3D printing versus traditional CAD-only instruction. These findings confirm that early exposure to 3D printing raises deeper comprehension, creativity, and applied engineering competencies, aligning curricula with Industry 4.0 demands. This study recommends that future research explore the systematic integration of foundational 3D printing modules into early engineering drawing curriculums to further align engineering education with Industry 4.0 demands.