In response to the evolving landscape of electrical engineering education, this paper explores the integration of the flipped classroom model complemented by student-produced videos for assignment-solving. Videos, positioned as instructional tools within the flipped classroom, offer self-paced learning, im-proved accessibility, heightened engagement, and enhanced comprehension-addressing persistent challenges faced by electrical engineering students. The primary focus is on courses tailored for electrical engineering students, fostering peer-to-peer interactive learning, knowledge exchange, and a nuanced understanding of course material. The proposal to establish YouTube channels for hosting these videos presents a sustainable platform for collaborative learning that evolves and improves over time. The efficacy of this approach, evident in improved learning outcomes, underscores the transformative potential of video tutorials and tangible user interfaces. The conclusion reflects on the practical implications of this pedagogical approach, offering insights for educators, institutions, and students seeking innovative methods to enhance the educational experience. Acknowledging potential limitations, the study invites future research to build upon these findings, contributing to the ongoing discourse on innovative teaching methods in electrical engineering education. In essence, our research illuminates the transformative impact of integrating student-produced videos within the flipped classroom model, offering a unique perspective on collaborative learning and technological integration for improved educational outcomes.

Industry 4.0 will enable new types of interactions between man and machine with ramifications on the nature of work and the labor force. New technologies will require new skills and competencies, and engineers, entrepreneurs, programmers, and workers will need a broad skillset to address the technological advancement of the fourth industrial revolution. Remote labs stand as an efficient and reliable platform to train students, improve their skills and prepare them for the Work 4.0 paradigm. The story of Princess Sumaya University for Technology with remote labs and its efforts to provide students with a glimpse of Industry 4.0 is presented. In addition, assessment methods to em-power students with virtual collaboration, social intelligence, and communication skills are investigated, showing improvements in performance and achievements.

Management of virtual internationalization is key to its successful implementation, especially when many institutions and stakeholders are involved in the partnership. An online management tool becomes a vital component to observe, monitor, and oversee the process of executing an activity that involves an international dimension. Blockchain technology offers a unique opportunity to manage virtual internationalization activities and actions in a secure, transparent, and immutable fashion. A blockchain-based system, which manages and controls virtual internationalization in higher education institutions, is proposed. The system consists of administrative and financial components for reporting Erasmus+ project activities, including staff costs and reimbursement, mobility and travel expenses, equipment, printing and publishing, indirect and other costs. The blockchain reporting system has shown promising results in management of international projects with considerable reduction in time and cost.

A low-cost remote lab has been implemented to aid instructors in delivering an online electrical engineering introductory course in electric circuits during the COVID-19 pandemic. The main purpose of implementing the remote lab was to familiarize freshmen students with conventional equipment such as digital oscilloscope, function generators, power supply, multimeter and frequency counters. The integration of the remote devices in the online lectures was essential to enable students to operate the equipment and prepare them for a smooth transition upon their return to campus. The lab has also offered students the possibility of conducting basic online circuit experiments, both as part of the theoretical course and its associated lab, in a proof-of-concept paradigm or as a fully practical course.

The emergence of information and communication technologies has paved the way for new online teaching methodologies to spread widely in recent years. Students have consequently moved into the heart of the learning process while instructors have acquired the role of facilitators in a new paradigm centered on students. Student-centered learning has therefore manifested itself as an opportunity for higher education institutions; particularly in developing countries, to meet many of the challenges posed by an increasingly changing landscape.A new renewable energy online course is described as a pilot to support the concept of student-centered learning at Hashemite University. Students in this course utilize study guides as the backbone of course delivery and implementation, interact with and navigate content, read and/or listen to explanation, watch videos, answer questions, uncover answers interactively. Several types of assessment tools are arranged weekly to ensure continuous monitoring and follow up. Three tools are utilized in order to evaluate the effectiveness and the quality of the course, including pre-survey, satisfaction survey and grades analysis. The correlation between students’ grades and grade point average is then revealed to demonstrate the validity and effectiveness of course delivery and comprehension as well as the concept of student-centered learning. The results support the idea that online student-centered learning is promising in higher education institutions in Jordan, although there is still a great debate in the literature on its effectiveness.

The article reflects the experience of the development and implementation of a set of laboratory work on the recycling of photovoltaic panels of alternative energy. The main features of the modernization of the educational process for the dismantling of silicon solar panels using virtual reality technologies, as a new educational strategy used in environmental engineering, without risk to the health of students practicing some dangerous activities. This work focuses on the life cycle of sustainable energy systems and on activities to ensure the best educational practices

The MUREE project addresses the needs of Jordanian Universities to modernize the learning of Engineering related to renewable energies in collaboration with European Universities. After the implementation of several courses, which combined online learning with traditional teaching in most cases, it is time to analyze and verify the benefits o f t his approach in the Jordanian society. In particular, this paper outlines the results obtained with this project, from three points of view: educational impact, research impact, and socio-economic impact. Results detail the students' participation, their profile in terms of training and required skills, and some aspects about recruitment of future professionals in renewable energies.

MUREE project aims at the development of courses for training specialists about renewable energy production by combining face-to-face learning with on-line attendance. In this sense, remote laboratories are nowadays essential for distance education, even more within MUREE project, since Jordan students are not able to use face-to-face traditional laboratories due to their different physical location. These remote laboratories can be employed by instructors within their virtual classrooms, so that students can carry out their on-line experiments from anywhere and at anytime. For MUREE project, remote laboratories are seen as pedagogical elements that must be fully-integrated into a the learning/teaching process. Therefore, this work focuses its attentions toward the integration of remote laboratories into Learning Management Systems (LMSs) and, additionally, discusses the advantages and disadvantages of this approach.

In the field of Engineering Education, performing practical experiments is essential, as an accompaniment to magisterial classes, in order to enforce theoretical and practical concepts. This task is much more difficult in distance education since students attend mainly to virtual classes. Therefore, the use of remote laboratories can help minimize this inconvenient. In addition, remote laboratories may help teachers to prepare suitable evaluation on-line experiments, in similar conditions if students were physically in the real laboratory, on the other hand, remote laboratories can be a good complement to real experimentation, as a preparatory step, preparing them to face similar tasks in the immediate future. Accordingly, the principal objective of the European TEMPUS project entitled "Modernizing Undergraduate Renewable Energy Education: EU Experience for Jordan", which supports this work is the development, integration, accreditation, and evaluation of a renewable energy course in the context of engineering degrees from several universities in Jordan. This project follows the guidelines proposed in the Bologna process, and considers the previous experimentation with low-cost renewable energy equipment in order to allow us to study the best approximation of remote laboratories. This is a previous step before addressing this task with complex and expensive equipment.

An online simulated Smith chart is designed as an aid to train students to perform impedance matching exercises and to easily follow amplifier design procedures. The tool enables the instructor to conduct classes remotely to a group of students in a broadcasting mode. Students have participated actively and regularly in the online Smith chart tool and their reactions have been positive.