A Systematic Literature Review on Empathetic Teaching Practices in Engineering Education in the U.S.

Abstract

Teacher empathy in classroom promotes student-centered instruction, enhances students’ motivation and improves overall students’ performance but how is empathy incorporated in a classroom? In this study, a systematic literature review was conducted that analyzed thirty-three (33) articles between 2016 to 2024 to explore empathetic teaching practices that engineering faculty have utilized for undergraduate engineering students in the United States. For this purpose, two main research questions were drafted, a review protocol was established, search was conducted, results were screened, the quality of articles was analyzed, synthesis of articles took place and findings were collated. The results of the review were categorized into three sections. These sections include specific empathetic practices utilized by engineering faculty, ways in which the teaching practices were incorporated, and challenges that were faced by faculty while implementing those practices. The findings of the review reveal evidence-based insights into the integration of these teaching practices in the field of engineering. It also reflects the need to support engineering faculty in their professional development leading to effective pedagogical practices and fostering positive learning environments.