Aim:
This study aims to explore the perceptions and lived experiences of elite Iranian students studying engineering disciplines at leading universities abroad. Achieving a more accurate, in-depth, and relatively comprehensive understanding of university classrooms requires epistemic immersion into the lived experiences of academic actors. A phenomenological perspective on the experiences of high-achieving students—who possess a nuanced understanding of values, attitudes, educational and research practices, as well as developmental processes and regional and international impacts in universities of developed countries—can provide valuable insights for improving higher education systems. Such an approach can support the advancement of universities toward higher quality, greater innovation, and stronger competitiveness in the global academic landscape. By focusing on the lived experiences of migrant elites, this study seeks to develop a deep understanding of the experienced curriculum in engineering education at foreign universities. Furthermore, by examining these experiences, the research aims to identify key dimensions and requirements of effective engineering education in contemporary academic contexts.
Materials and Methods:
This study employs a qualitative approach, specifically a fundamental interpretive research design. Data were collected through semi-structured, in-depth interviews, allowing participants to articulate their experiences in detail. The participants consisted of 10 elite Iranian students currently studying in top-ranked universities across the world. These individuals had previously completed their undergraduate studies at leading Iranian institutions, including Sharif University of Technology, Amirkabir University of Technology, Isfahan University of Technology, and Shiraz University, and are now enrolled in highly ranked international universities.
Data collection was conducted through online video conferencing interviews. The initial participants were identified based on available information about migrant graduates from a well-known high school in Isfahan. Subsequently, additional participants were recruited using a snowball sampling technique, which enabled access to a broader network of elite students. All interviews were recorded, transcribed, and analyzed systematically. For data analysis, thematic analysis was applied following Attride-Stirling’s analytical framework, which involves three hierarchical levels: basic themes, organizing themes, and global themes. This method facilitated a structured and comprehensive interpretation of the data, ensuring both depth and coherence in the findings.
Discussion and Conclusion:
Grounded in relevant theoretical frameworks and aligned with established standards in engineering education, this study provides a multi-level analysis of students’ experiences, encompassing individual (active engagement and participation), institutional (curriculum design and academic culture), and structural (policies and professional competencies) dimensions. The findings reveal that the lived experiences of elite Iranian students at top global universities can be conceptualized under a global theme titled “Characteristics of the Experienced Curriculum in Engineering Education,” which comprises two main dimensions: educational experiences and research experiences.
Within the educational dimension, several key features were identified. These include active and student-centered learning approaches, practical and problem-based instruction, diversity and flexibility in teaching and assessment methods, and a strong emphasis on the development of soft skills such as communication, teamwork, and critical thinking. Additionally, constructive and interactive relationships between faculty and students play a crucial role in enhancing the learning process. Other influential factors include instructors’ commitment and professionalism, the structured and disciplined academic environment, availability of psychological and welfare support services, access to sports and recreational facilities, and the experience of respect, inclusion, and cultural security within the academic setting. These elements collectively contribute to shaping students’ holistic educational and social experiences.
In the research dimension, important factors include systematic and meaningful connections with industry, opportunities to participate in real-world and applied projects, access to advanced and well-equipped laboratories, and the availability of financial support for students. Furthermore, a strong orientation toward problem-based and impact-driven research was evident. These findings indicate that engineering education in host universities is embedded within a dynamic ecosystem characterized by continuous interaction between education, research, and industry. Such an environment facilitates the development of professional competencies, strengthens engineering identity, and enhances students’ readiness for the labor market.
The results of this study offer important implications for policymakers and educational planners. By incorporating the identified strengths and practices into the engineering education system in Iran, it is possible to enhance educational quality, foster innovation, and prepare graduates who are capable of competing at the international level. Moreover, such reforms can contribute to sustainable national development by cultivating skilled and globally competent professionals. Overall, this study underscores the critical importance of active learning, industry engagement, and the establishment of a dynamic and supportive academic culture in advancing engineering education.