Reforming Mechanical Design, Manufacturing, and Automation Education in Contemporary Learning Environments

Mechanical Design, Manufacturing, and Automation (MDMA) programs are facing a dual transformation: manufacturing systems are moving toward cyber-physical integration, intelligent automation, and low-carbon operation, while educational systems are emphasizing outcomes-based education, student-centered learning, and digitally enabled instruction. This paper examines how MDMA education can respond to these concurrent shifts by redesigning curricula, pedagogy, and assessment around measurable competencies and authentic engineering contexts. After analyzing common mismatches between current teaching practices and the capabilities demanded by smart manufacturing-such as interdisciplinary integration, data-informed decision making, systems thinking, and ethical responsibility-the paper proposes a "competency-scenario-evidence" framework. The framework connects learning outcomes to industry-relevant scenarios (e.g., product lifecycle engineering, automated production cells, quality control, and digital twins) and requires evidence of learning through portfolios, rubrics, and multi-stakeholder reviews. A reform pathway is then presented, including modular curriculum reconstruction, project-based and studio-style learning, CAD/CAE/CAM and model-based workflows, virtual/remote laboratories, dual-mentor industry-university collaboration, and process-oriented assessment. Implementation considerations-faculty development, resource constraints, data governance, and quality assurance-are discussed to support scalable adoption. The study aims to provide actionable guidance for institutions seeking to cultivate MDMA graduates who can design, manufacture, and automate responsibly in fast-evolving engineering environments.