Reimagining Quality Assurance: Integrating Digital Transformation and Learner-Centered Andragogies for Outcome-Based Innovation in Engineering Education

DOI

10.2991/978-2-38476-618-5_21How to use a DOI?

Keywords

Outcome-Based Education; Engineering Education; Andragogy; Innovative Assessment; Program Outcomes; Holistic Learning; Cognitive Skills

Abstract

The paradigm shift to Outcome-Based Education (OBE) requires a complete re-alignment of the Teaching, Learning and Assessment (TLA) of engineering graduates to encourage higher order cognitive skills. This study suggests a new Digital Transformation-based Learner-Centered Andragogy (DT-LCA) model that combines the application of digital technologies, learner-centered pedagogies and outcome-based assessment plans to enhance the effectiveness of learning. The framework also integrates active andragogical methods such as problem-based, project-based, experiential, simulation-based and collaborative learning to enhance the engagement of students, their conceptual knowledge, and problem-solving skills in the real world. To guarantee successful assessment, diversified assessment strategies (case studies, mini-projects, research-based assignments, and rubric-based evaluations) are coordinated with the predefined course outcomes, allowing the continuous formative and summative assessment. Learning effectiveness is measured by a mathematical model utilizing four key indices: Digital Transformation, Learner-Centered Andragogy, Assessment Effectiveness and Outcome Alignment.

The Digital Transformation-Driven Learner-Centered Andragogy (DTLCA) framework is empirically tested with academic engagement and employability measures. Findings show that there were considerable gains in terms of improvements in Course Outcome (CO) and Program Outcome (PO) achievement, greater LMS use, better placement and internship rates, with an overall gain of about 20 percent. The statistical analysis proves the significance of these outcomes. The approach also helps in developing cognitive, psychomotor and affective domains, helps in holistic learning and readiness to industry. The results show that digital transformation that is integrated with learner-centered andragogies and outcome-based assessment offers a data-driven model that can be scaled up to enhance quality assurance and promote innovation in engineering education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Deepa Yogish
AU  - R. Kishorekumar
AU  - V. Arul
AU  - M. Balamurugan
PY  - 2026
DA  - 2026/10/06
TI  - Reimagining Quality Assurance: Integrating Digital Transformation and Learner-Centered Andragogies for Outcome-Based Innovation in Engineering Education
BT  - Proceedings of the 18th National IQAC Conference (ICon 2026)
PB  - Atlantis Press
SP  - 274
EP  - 286
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-618-5_21
DO  - 10.2991/978-2-38476-618-5_21
ID  - Yogish2026
ER  -