Another year, another annual SEFI conference, where world leaders in Engineering Education meet and share new develops and best practice. Dr Raja Toqeer was there at SEFI 2025 in Tampere, Finland, where he chaired key discussions on accreditation and policy, shared his latest work, and learned about Finland’s unique approach to engineering education.
This September, I had the privilege of attending the SEFI 2025 Annual Conference at Tampere University, Finland, a
gathering of global educators, policymakers, and innovators shaping the future
of engineering education. The event was an extraordinary opportunity to share
our research from the University of Sheffield, contribute to international
discussions on accreditation and pedagogy, and experience Finland’s remarkable
blend of technology and wellbeing-focused educational excellence.
Chairing Conversations on
Quality and Policy
My conference began by chairing two key sessions: the Special Interest Group (SIG) on QualityAssurance and Accreditation and Paper
Session on Policy and Accreditation in Engineering Education. Both sessions
attracted delegates from across Europe, Asia, and the America, each bringing
perspectives on how accreditation frameworks can evolve to keep pace with rapid
technological and educational change. The discussions reaffirmed how vital
trust and independence are in sustaining the credibility of engineering education
worldwide. Accreditation, at its best, is not a bureaucratic hurdle but a
quality dialogue, one that ensures our graduates are ready to meet global
engineering challenges.
Workshop: The Independence of Accreditation Agencies
Paper Presentation: Advancing Electromagnetic Transmission Line Knowledge through Experiential Learning
With Dr RolaSaad, I presented our joint paper, which tackled a common challenge in
postgraduate engineering education: how to make abstract electromagnetics
engaging and meaningful [2]. Our work introduced a hands-on, non-assessed
experiential learning intervention that enables MSc students to explore transmission line behaviour using the NI ELVIS II platform. By visualising
voltage, attenuation, and phase shifts in real circuits, students developed a
much deeper understanding of theory through practice. The impact was profound,
improved coursework results, zero fail rates, and enthusiastic student feedback
such as “seeing the wave behaviour along
the line made everything click.” This project demonstrates how experiential
learning can transform even the most abstract subjects into rich, intuitive
experiences.
Paper Presentation:
Achieving Balance in Project-Based Learning
Another highlight was presenting our paper, Achieving Balance: What is the Optimum Proportion of Staff-Led toStudent-Led Sessions During a Week-Long Design Project with Professor Andrew Garrard (3).
This study examined over 2,800 Sheffield Faculty of
Engineering undergraduate students’ experiences across our Global Engineering Challenge (GEC) and Engineering
You’re Hired (EYH) weeks (3). Using detailed survey data, we
found that a 23:12 ratio of
staff-led to student-led hours strikes the right balance for engagement and
learning. Interestingly, first-year students leaned towards more independence,
while second-year students preferred slightly more staff support, yet both
rated the current balance as “about right.” These insights are shaping how we
design large-scale, resource-efficient project-based learning that nurtures
autonomy without losing essential guidance.
Discovering Finland:
Technology, Wellbeing, and Connection
Beyond the conference halls, Tampere offered a serene
yet innovative atmosphere, a city where lakes, forests, and advanced technology
coexist beautifully. Learning about the Nokia Experience Center
provided a glimpse into Finland’s pioneering role in communications,
while conversations with local educators highlighted the nation’s holistic,
wellbeing-focused education culture. It was equally rewarding to reconnect with
colleagues from across the globe from long-standing collaborators to new
partners exploring transnational education and accreditation initiatives. These
informal exchanges often spark the ideas that shape tomorrow’s collaborations.
Looking Ahead
SEFI 2025 was a celebration of engineering and society,
community building, innovation, and reflection to remind us that engineering
education is both a technical and human enterprise. The University of
Sheffield’s strong presence in these discussions underscores our ongoing
leadership in engineering education, pedagogical research, accreditation
practice, and practical learning. As we continue our journey towards more
inclusive, authentic, and globally connected engineering education, the lessons
from Tampere and from Finland’s thoughtful balance between technology and
wellbeing will resonate deeply in our work ahead.
The full papers are available on SEFI 2025.
References:
[1] J. C. Quadrado and R. Toqeer, “Independence of Accreditation
Agencies: Challenges and Implications for Global Engineering Education Quality
Assurance,” in Proc. SEFI Annual
Conference, 2025, pp. 1–6. Available: Quadrado-INDEPENDENCE OF ACCREDITATION AGENCIES-410_b.pdf
[Accessed: 4 November 2025].
[2] R. Saad and R. Toqeer, “Advancing Electromagnetic Transmission
Line Knowledge Through Experiential Learning,” in Proc. SEFI Annual Conference, 2025, pp. 1–6. Available: Saad-ADVANCING ELECTROMAGNETIC TRANSMISSION LINE
KNOWLEDGE THROUGH EXPERIENTIAL-192_b.pdf [Accessed: 4 November
2025].
[3] R. Toqeer, C. Omar, N. Rosado Hau, C. Bronze, M. Wright, and A.
Garrard, “Achieving Balance: What Is the Optimum Proposition of Staff-Led to
Student-Led Sessions During a Week-Long Design Project,” in Proc. SEFI Annual Conference, 2025, pp.
1–6. Available: Toqeer-ACHIEVING BALANCE-1116_b.pdf [Accessed:
4 November 2025].