A comparative study on different pedagogy strategies in engineering interdisciplinary

Existing pedagogy strategies in engineering interdisciplinary have been refined and new strategies are developed. The students would take equal benefit by developing their understanding as a part of their academic studies whilst gaining valuable scientific level learning experience. Over the recent decades, different scholarly strategies have become common as a consequence of numerous developments in the engineering learning interdisciplinary such as Science and Engineering Ethics (SEE), Excellence in Engineering Education (ExcEEd), Project-Based Learning (PBL), Service Learning (SL), Socratic Method (SM), Life-Cycle Analysis (LCA), Information and Communication Technologies in Engineering Education (ICTEEd), Open Ended Group Project Framework (OEGP) engineering pedagogies. It has already been scrutinized that each pedagogy approach has specifically its own effects and limitations, and no one approach is suitable for every engineering interdisciplinary so it is very essential to make a comparative analysis on different engineering pedagogy strategies and design an approach on global basis that will constitute all the features. This paper presents a comparative assessment of aforementioned pedagogy strategies in engineering interdisciplinary along with their characteristics, features and future scope. More specifically, this paper reports the careful use of each strategy to provide the most invigorating and supportive environment for students to continue exploring their potential. This paper aimed to enhance engineering capability through active student participation as well as openness to diversity of designs which are supported through innovative uses of technology in the engineering education.