Volume: 3 Issue: Special Issue 1
Year: 2026, Page: 126-132, Doi: https://doi.org/10.70372/jeltp.v3.sp1.18
Engineering education today needs learning experiences that are meaningful, experiential, and connected to what industries are expecting. This paper describes how an AI-supported version of the WIT & WIL™ framework (Why am I Teaching/What am I Teaching and Why am I Learning/What am I Learning) can make teaching and learning more intentional in undergraduate engineering classes. AI tools helped teachers align their courses with industry skills and create useful reflective prompts aligned with real-world scenarios. Students used AI-based diagnostic tools and short learning suggestions to improve their understanding and reflect better on what they were learning. When implemented in first-year courses, this approach improved student engagement, clarity of concepts, and purposeful teaching. The paper also addresses ethical and scaling challenges, transparent AI usage, and phased institutional support. Overall, the study shows that combining AI with reflective teaching practices can create a more personalized, meaningful, purpose-driven and NEP-aligned learning experience in engineering education.
Keywords: Reflective Learning, AI in Higher Education; Engineering Education, WIT & WIL™, Outcome-Based Education, Personalized Learning, NEP 2020.
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