The digital transformation of Engineering curricula: the categories that preserve Constructive Alignment

Scientific publications discussing online/distance learning have significantly increased throughout the last decade. The COVID-19 pandemic represented an unexpected condition that significantly changed people´s lifestyle along with the education domain boosting even further its digitalization, mostly at higher levels. In this work, we assume that Teaching Learning Activities (TLA) and Assessment Tasks (AT) should be adjusted to achieve the same Intended Learning Outcomes (ILO) set before distance learning. In view of the above, this paper assesses two courses selected from the Industrial Engineering study program offered in two prominent European higher education institutions. The Constructive Alignment (CA) approach is the baseline of this work and is used to analyse how the TLA and AT of the selected courses are adjusted to maintain alignment with the ILO defined before the digital transition. The main contribution is defining a set of categories to guide the digital transaction in engineering and beyond by maintaining the alignment on ILO-TLA-AT.