The Most Popular Teachers of the Joint School: Dr. Kamalanathan Kajan
| Personal information: Dr. Kamalanathan Kajan is a Senior Lecturer in Electronic and Electrical Engineering at SWJTU-Leeds Joint School, teaching core modules including Embedded Systems (XJEL2645), Digital Electronics (XJEL1620), and Engineering Mathematics (XJEL1701/1703). He holds a PhD in Electrical Engineering and prestigious recognitions as Senior Fellow of the Higher Education Academy (SFHEA) and Fellow of the Staff and Educational Development Association (FSEDA). His pedagogy research focuses on active learning strategies in transnational education, teaching practices at SWJTU-Leeds, and AI applications in STEM education. At SWJTU-Leeds, he has pioneered interactive teaching methods using Vevox technology and pre-lab briefings, earning recognition for enhancing student engagement and understanding in engineering education.
Motto: "Engineering education transcends formulas and circuits about cultivating problem-solvers who can bridge cultures, embrace challenges, and transform theoretical knowledge into real-world innovations."
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Teaching Philosophy
My teaching approach centres on creating engaging, inclusive learning environments where theory meets practice. Effective engineering education must balance rigorous technical knowledge with practical application and cross-cultural awareness. By incorporating active learning strategies, technological innovations, and real-world problem-solving, I strive to prepare students to be not only engineers but also global innovators capable of addressing tomorrow's challenges.
Teaching Experience at the Joint School
Since joining SWJTU-Leeds Joint School, I have had the privilege of teaching foundational engineering modules, including Embedded Systems (XJEL2645), Digital Electronics (XJEL1620), Engineering Mathematics (XJEL1701/1703) and Year One Glider Project.
My approach to transnational education focuses on creating an inclusive and supportive learning environment for all students. Recognising the diverse learning needs in our international setting, I implemented several evidence-based teaching innovations:
• Enhanced Pre-Lab Briefings: Comprehensive 30–45-minute sessions before laboratory work, incorporating step-by-step animations, annotated diagrams, and real-world engineering applications to reinforce critical concepts.
• Interactive Learning Technology: Implementation of Vevox, an interactive engagement platform that allows students to participate actively during lectures and labs, creating a more inclusive learning environment and significantly increasing student engagement.
• Structured Project Support: I created detailed theoretical frameworks and practical guidance sessions for the Year One Glider Project, helping students connect abstract principles to tangible design challenges.
These innovations have yielded remarkable results, with improved assessment scores and high student satisfaction rates.
Current Research Focus
My research at the SWJTU-Leeds Joint School focuses on three key areas of pedagogical innovation:
1. Enhancing Active Learning Strategies in Transnational Education
2. Teaching Practices and Challenges in SWJTU-Leeds Joint School
3. AI Chatbots in STEM Education
This work aims to develop evidence-based approaches that strengthen international collaborative education and prepare students for an increasingly technology-driven engineering landscape.
Student Mentorship and Development
Beyond classroom teaching, I am committed to supporting students' holistic development by creating structured support systems to help them gain confidence in practical engineering applications for laboratory skills enhancement, providing industry-relevant advice based on my 14 years of experience as an Automation Engineer for career guidance, guiding them in developing innovative solutions to real-world problems through project supervision, and helping them navigate the challenges and opportunities of a transnational education environment with cross-cultural support.
Reflections on the Joint School and Life in Chengdu
The SWJTU-Leeds Joint School stands as a remarkable educational experiment where Eastern and Western pedagogical traditions converge, creating a learning environment greater than the sum of its parts—much like Chengdu, where tradition and innovation coexist in harmony. The school’s uniqueness lies in its blend of China’s strong theoretical foundations and the UK’s focus on practical application and critical thinking, which I integrate into teaching to help students develop transcultural engineering capabilities.
Chengdu’s vibrant culture enriches our academic community: its ancient temples and teahouses symbolize how innovation grows from tradition, while its modern skyline and tech hubs reflect China’s progress and the opportunities awaiting graduates. Outside the classroom, exploring historic sites, enjoying local hotpot, and participating in community events have shown me that learning extends beyond labs and lectures into everyday cultural exchanges, connecting our international faculty with the city’s heart.
Future Vision for Engineering Education
Looking ahead, I am committed to further enhancing engineering education by developing immersive, technology-enhanced learning experiences, expanding research into effective transnational education methodologies, fostering stronger industry-academic partnerships to ensure curriculum relevance, and establishing sustainable mentoring frameworks that support the growth of both students and early-career educators. I believe the future of engineering education hinges on equipping students with not only technical proficiency but also the intercultural competence, ethical awareness, and adaptability required to thrive in our rapidly evolving global landscape.
My Message to Students: Engineering is not just about what you know, but about who you empower to create with it. |
Editor：TSO
Reviewer：Jiuwen JIANG, Tao HUANG, Yujia LU
