From Users to Designers: A sequenced pedagogical model for human-centered mechatronics education in schools

Abstract

The integration of robotics and control systems into education offers opportunities to develop students as designers and innovators, equipping them with essential skills across mechanics, electronics, computing and artificial intelligence for the future workplace. As mechatronics becomes increasingly embedded in education, the challenge is no longer introducing technology but guiding students to design human-centred solutions.

This paper proposes a research-informed pedagogical model for mechatronics education in schools that integrates Inquiry-Based Learning (IBL), Human-centred Design (HCD) and Project-Based Learning (PjBL) into a sequenced progression. Rather than treating these as isolated strategies, this paper demonstrates how their sequential alignment empowers students to create human-centred solutions, deepen engagement, ethical awareness, and interdisciplinary thinking. This model supports students in transitioning from being technology users to becoming thoughtful designers who consider human needs, values and social contexts in creating mechatronic systems. It advances current practice by providing a scalable framework that cultivates creativity, design, systems and computational thinking, ethical problem-solving and socially relevant innovation. Practical examples illustrate application across schooling contexts, from introductory robotics to advanced design challenges like autonomous vehicles. This paper contributes to technology education by presenting a practical, research-informed model that supports the development of future-ready school students.