ArticleFrontiers in psychology2026
The influence mechanism of OBE-CDIO integration on engineering literacy: an empirical study based on student perceptions.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Engineering education is shifting from knowledge transmission to competence construction. The integration of Outcome-Based Education (OBE) and Conceive-Design-Implement-Operate (CDIO) represents this direction, yet research lacks empirical examination of the complete student perception-psychological process-competence chain. This study constructs an integrated model to explore how students' perceived OBE-CDIO environment quality influences engineering literacy development through its multidimensional structure. Methods: A cross-sectional research design was employed, administering a retrospective questionnaire survey to 366 graduates from a Double First-Class university in China who had experienced the OBE-CDIO integrated curriculum. Structural Equation Modeling (SEM) was used for higher-order factor analysis and path testing. Core constructs included: Integrated Education Environment Quality (a second-order latent variable measured by Curriculum Objective Alignment X1, Practical Project Richness X2, and Perception of Dual-Qualification Faculty Ratio X3) and Integrated Engineering Literacy (a higher-order latent variable comprising two first-order factors: Cognitive Internalization Literacy and Practical Externalization Literacy). Results: The measurement model demonstrated excellent fit (χ Conclusion: OBE-CDIO integration constructs an empowering environment where clear objectives promote knowledge internalization, which transforms into practical competencies under project and faculty guidance. This provides an empirically-based, stage-specific mechanism map for student-centered and outcome-oriented engineering education reform. The study offers a student-centered psychological perspective, bridging the gap between macro-level educational design and micro-level competence development in engineering education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.