Abstract
This study investigates the pedagogical approaches in fluid mechanics within aerospace engineering education, exploring the institutional distance between academic teachings and industry demands. Utilizing the Anthropological Theory of the Didactic (ATD) as a theoretical framework, the research examines the relationship between educational practices in fluid mechanics and the societal, institutional, and professional contexts. Through semi-structured interviews with experts from both academia and industry, including professors and professional engineers, the study gathers diverse perspectives on effective teaching methodologies. The responses reveal a clear dichotomy: while academic experts favor a traditional, theory-focused approach involving progressively complex problem-solving, industry professionals advocate for real-world, project-based learning that fosters practical skills and collaborative problem-solving. This divergence highlights an institutional gap where academic programs may not fully align with industry expectations, suggesting a need for curricular adjustments to better prepare graduates for professional challenges. Future research should focus on longitudinal studies to track the effectiveness of various teaching methods and cross-institutional collaborations that integrate practical industry experiences into academic curricula. The goal is to enhance the educational outcomes in fluid mechanics and reduce the gap between theoretical knowledge and practical application, ensuring that graduates possess the necessary skills to thrive in a dynamic professional environment.
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