Integrating feminist pedagogy into manufacturing education: a digital twin-based teaching module
Document Type
Article
Publication Date
12-2025
Department
Department of Manufacturing and Mechanical Engineering Technology
Abstract
Integrating feminist pedagogy into engineering education offers a novel pathway to make technical learning more inclusive, participatory, and socially responsive. This paper presents the design and classroom implementation of a digital twin-based teaching module that combines sustainable manufacturing concepts with student-centered learning. A CNC milling machine was retrofitted and linked to its virtual counterpart using CAD/CAM tools, open-source controllers, and a custom-developed graphical user interface (GUI). The system captures real-time data on energy consumption and tool vibration, enabling students to explore how machining parameters impact sustainability factors such as power usage and vibration − induced tool wear. Grounded in feminist pedagogical principles, emphasizing collaboration, reflexivity, and co-creation of knowledge, the module was deployed in Smart Manufacturing and Internet of Things (IoT) courses. The approach fostered a more inclusive learning environment by encouraging active participation, shared authority, and critical thinking around engineering practices. Student surveys and course evaluations indicated improved engagement, deeper conceptual understanding, and greater satisfaction. These results highlight the potential of integrating feminist pedagogy with digital twin technology to enhance manufacturing education and better prepare students for the demands of Industry 4.0 and sustainable engineering.
Publication Title
Manufacturing Letters
Recommended Citation
Fatima, A.,
&
Irwin, J.
(2025).
Integrating feminist pedagogy into manufacturing education: a digital twin-based teaching module.
Manufacturing Letters,
46, 30-33.
http://doi.org/10.1016/j.mfglet.2025.10.002
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p2/2056