From users to designers: A sequenced pedagogical model for human-centered mechatronics education in schools

The integration of robotics and control systems into education presents an opportunity to develop students as designers and innovators, equipping them with essential skills across mechanics, electronics, computing and artificial intelligence for the future workplace. As the integration of mechatronics in education accelerates, the challenge for educators is no longer simply introducing technology, but guiding students to become designers who are equipped with the capacity to create human-centered solutions.

This paper proposes a research-informed pedagogical model for mechatronics education in school that integrates Inquiry-Based Learning (IBL), Human-Centered Design (HCD) and Project-Based Learning (PjBL) into a sequenced progression. Rather than treating these approaches as isolated strategies, the paper demonstrates how their sequential alignment can empower students to create human-centered solutions, foster deeper student engagement, ethical awareness and interdisciplinary thinking. This model supports students in transitioning from technology users to thoughtful designers who consider human needs, values and social contexts as integral to the design and implementation of mechatronic systems. It advances current practice by providing a scalable framework that cultivates creativity, design thinking, systems thinking, computational thinking, ethical problem-solving and socially relevant innovation. Practical examples illustrate how the model can be applied across diverse educational schooling contexts, from introductory robotics to advanced design challenges like autonomous vehicles. This paper contributes to scholarship in technology education by presenting a practical, research-informed pedagogical model that supports the development of future-ready school students.