Redefining Troubleshooting Education: Aligning Mechanical Engineering Curriculum with Real-World Industry Expectations

Abstract

The growing complexity of modern mechanical systems demands a new breed of engineers equipped not only with theoretical knowledge but also with practical troubleshooting capabilities. However, a persistent gap remains between the competencies fostered in mechanical engineering education and those required in real-world industrial settings. This paper critically examines the misalignment between academic curricula and industry expectations, focusing specifically on troubleshooting education. Through a multi-method approach involving curriculum analysis, industry surveys, and expert interviews, the study identifies core deficiencies in current educational models and highlights the essential troubleshooting skills valued in the field, including root cause analysis, systems-level thinking, and adaptive problem-solving. Findings reveal that while traditional programs emphasize analytical rigor, they often lack experiential learning components that simulate the dynamic, unpredictable nature of industrial troubleshooting scenarios. The paper proposes a set of actionable recommendations for curriculum redesign, advocating for deeper industry-academia collaboration, integration of simulation-based learning, and real-world case studies. Ultimately, this research aims to redefine how troubleshooting is taught in mechanical engineering, ensuring graduates are better prepared to meet the evolving demands of global industry.