Integrating Higher-Order Thinking and Real-Time Simulation in Next-Generation Power Engineering Education

Abstract

Power electronics is a cornerstone of modern electrical engineering, underpinning technologies from renewable energy systems to electric vehicles. Traditional lecture-based methods often emphasise rote learning and procedural skills but provide limited opportunities for higher-order thinking or experiential practice. To meet the needs of Generation Z learners and align with industry expectations, new pedagogical frameworks are required that combine cognitive rigour with authentic, technology-enhanced learning. This study introduces a Higher-Order Thinking Skills with Real-Time Simulation pedagogical framework to enhance learning outcomes in diploma-level power electronics. A quasi-experimental mixed-methods design was applied with 40 students divided into control and experimental groups. The control group received lectures, while the experimental group engaged with the HOTS–RTS framework across four topics: rectifiers, converters, inverters, and applications. Pre- and post-tests, Likert-scale surveys, reflections, and instructor observations provided data for both quantitative (t-tests, effect sizes) and qualitative thematic analysis. The experimental group achieved higher post-test gains (20.1 vs 9.5 points), with a large effect size (d = 1.9). Surveys revealed that 65 per cent of respondents rated RTS as highly effective, and Likert scores improved by 1 or more points in HOTS-related skills. Reflections emphasised clarity, confidence, and collaboration. HOTS–RTS effectively integrates cognitive rigour with real-time practice, aligning with STREAMS principles and equipping learners with next-generation industry competencies.