Context-Driven Engineering Learning Model (CDELM) is a conceptual pedagogical framework that integrates engineering education with real-world decision-making contexts, managerial reasoning, and ethical reflection. The model is designed to enhance outcome-based learning by embedding contextual scenarios and decision trade-offs into curricular design and classroom activities.
Traditional engineering instruction often emphasizes theory and technical skills at the expense of applied judgment and contextual reasoning. CDELM addresses this gap by foregrounding real-world decision scenarios, managerial evaluation, and reflective outcome mapping so learners can connect theory with practice.
The framework consists of five core stages — Context Identification, Technical Engagement, Managerial Interpretation, Decision Trade-off Analysis, and Outcome Reflection. These stages guide students from understanding real-world problems to applying disciplinary knowledge and reflecting on decisions in holistic, interdisciplinary ways.
This working paper is available as an SSRN (Elsevier) Working Paper:
Tiwari, M. (2026). Context-Driven Engineering Learning Model (CDELM): A Pedagogical Framework for Applied Decision-Making.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6191760#
The CDELM framework informs applied teaching practices, including the Context-Driven Teaching Framework for Principles of Management for Engineers (PME).
Tiwari, Mohit (2026). Context-Driven Engineering Learning Model (CDELM): A Pedagogical Framework for Applied Decision-Making. SSRN Working Paper.