RESEARCH AND DEVELOPMENT
TADQIQOT VA TARAQQIYOT
ISSN: 3030 – 3281
Volume II, Issue 11 (2025)
© 2025, he Au ho (s). Published by IMFAKTOR.
This is an open access a icle unde he CC BY license h p://c ea i ecommons.o g/licenses/by/4.0/ 67
METHODOLOGICAL FOUNDATIONS FOR IMPROVING
THE TEACHING OF PHYSICS BASED ON THE INTEGRATION
OF ARCHITECTURE AND CONSTRUCTION
Ab o NORTOJIYEV¹.
¹ PhD in Pedagogical Sciences, Associa e P o esso a he Tashken Uni e si y o A chi ec u e and Ci il Enginee ing.
h ps://doi.o g/10.5281/zenodo.17709045
ANNOTATION
The a icle analyzes he undamen al physical concep s ha enable he in eg a ion o physics wi h gene al enginee ing sciences
in echnical highe educa ion ins i u ions. I discusses he essen ial links be ween physics and enginee ing disciplines and highligh s
hei p ac ical signi icance. The s udy also cla i ies he objec i es o eaching a chi ec u al and cons uc ion sciences, p oposes
enhanced hema ic a eas ha acili a e he inco po a ion o physics in o enginee ing cu icula, and examines he p ocess o
de eloping p o essional compe ence in u u e cons uc ion enginee s.
Key wo ds: gene al enginee ing sciences, cons uc ion enginee ing, a chi ec u e and cons uc ion, physics, in eg a ion,
echnical highe educa ional ins i u ions, specialis , cons uc ion, p o essional compe ence.
FIZIKANI ARXITEKTURA VA QURILISH FANLARIGA
INTEGRATSIYASI ASOSIDA OʻQITISHNI
TAKOMILLASHTIRISHNING METODIK ASOSLARI
ANNOTATSIYA
Maqolada exnika oliy a’lim muassasala ida izika ani a umummuhandislik anla ining in eg a siyasini a’minlo chi asosiy
izik ushunchala , izika a umummuhandislik anla i o‘ asidagi undamen al bog‘liqlik hamda uning amaliy ahamiya i ahlil
qilinadi. Shuningdek, a xi ek u a a qu ilish anla ini o‘qi ishdan ko‘zlangan maqsadla yo i iladi, izikani umummuhandislik
anla iga in eg a siyalash imkonini be u chi akomillash i ilgan ma zula akli e iladi a bo‘lajak qu u chi-muhandisla ning
kasbiy kompe ensiyasini shakllan i ish ja ayoni ilmiy jiha dan o‘ ganiladi.
Kali soʻzla : umummuhandislik anla i, qu u chi-muhandis, a xi ek u a a qu ilish sоhala i, izika ani, in eg a siya, exnika оliy
a’lim muassasala i, mu axassis, kоns uksiya, kasbiy kompe ensiya.
МЕТОДИЧЕСКИЕ ОСНОВЫ СОВЕРШЕНСТВОВАНИЯ
ПРЕПОДАВАНИЯ ФИЗИКИ НА ОСНОВЕ ИНТЕГРАЦИИ
С АРХИТЕКТУРОЙ И СТРОИТЕЛЬСТВОМ
АННОТАЦИЯ
В статье исследуются базовые физические понятия, обеспечивающие интеграцию физики с общеинженерными
дисциплинами в технических вузах. Анализируется фундаментальная взаимосвязь между физикой и общеинженерными
науками, а также ее практическая значимость. Определяется цель преподавания архитектурно-строительных дисциплин,
предлагаются усовершенствованные тематические направления, способствующие интеграции физики в общеинженерную
подготовку, и рассматривается процесс формирования профессиональной компетентности у будущих инженеров-
строителей.
Ключевые слова: общеинженерные науки, инженерно-строительная, архитектурно-строительная отрасли, физика,
интеграция, технические высшие образовательные учреждения, специалист, конструкция, профессиональная компетенция.
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The in oduc ion o he c edi -modula sys em in aining specialis s in a chi ec u e and cons uc ion a
echnical uni e si ies has esul ed in an a e age alloca ion o 4 o 10 c edi s o physics. A key ea u e o his
sys em is he conside able educ ion in class oom hou s and he sha p inc ease in he p opo ion o ime
designa ed o independen s udy. P ac ical analysis shows ha he numbe o class oom hou s has dec eased
by an a e age ac o o 1.6 compa ed wi h he p e ious sys em [1].
This si ua ion se s an u gen pedagogical ask: ensu ing he e ec i e deli e y o a la ge olume o
undamen al knowledge wi hin a limi ed numbe o class oom hou s.
In ou iew, he mos app op ia e and scien i ically g ounded solu ion lies in he p ope o ganiza ion o
class oom ins uc ion and independen lea ning. In his p ocess, i is essen ial o conside he u u e
p o essional o ien a ion o s uden s-namely, hei aining as ci il enginee s. Thus, by designing physics
ins uc ion on he basis o in e disciplina y in eg a ion while main aining he in eg i y o i s con en [2]:
S uden s’ independen wo k becomes en iched wi h p o essionally ele an ma e ial.
Class oom ime is op imized, and he p ac ical signi icance o knowledge inc eases h ough sys ema ic
links be ween co e physical concep s and gene al enginee ing disciplines.
Consequen ly, s uden s can de elop a high le el o p o essional compe ence wi hin a ela i ely sho
pe iod o ime. In e na ional expe ience demons a es ha he o ma ion o p o essional compe ence in u u e
specialis s in echnology equi es he de elopmen o se e al c i ical quali y indica o s [3,4]:
− p o essional mo i a ion;
− in en i e and manage ial abili ies;
− skills in sea ching o and p ocessing in o ma ion;
− sel -ac i a ion and sel -de elopmen .
The e ec i e use o he didac ic po en ial o in ellec ual in o ma ion esou ces plays a cen al ole in
os e ing hese quali ies. In his con ex , he ollowing me hodological app oaches a e o pa icula impo ance
o de eloping he compe encies o u u e enginee s engaged in design, p oduc ion, and o ganiza ional-
manage ial ac i i ies in echnical highe educa ion ins i u ions [5]:
Sys ema ic implemen a ion o in e disciplina y in eg a ion in he educa ional p ocess. De elopmen o
eaching echnologies based on so wa e-suppo ed ools o independen lea ning. Expansion o he didac ic
possibili ies inhe en in he educa ional p ocess. Toge he , hese app oaches o m he ounda ion o imp o ing
he quali y o enginee ing educa ion and o aining highly quali ied specialis s capable o mee ing he
demands o he mode n labo ma ke .
The con empo a y labo ma ke imposes s ingen equi emen s on educa ional quali y, leading o
g owing compe i ion among g adua es. Consequen ly, he p ima y ask o enginee ing educa ion is o cul i a e
p o essional compe ence in u u e specialis s, which di ec ly con ibu es o he e ec i eness and quali y o
hei p o essional ac i i y.
The o ma ion o such a highly quali ied specialis is g ounded in a compe ency-based app oach, which
ensu es ha educa ional con en co esponds o he equi emen s o p o essional compe ence.
To achie e s a egic goals in de eloping s uden s’ p o essional compe ence h ough in e disciplina y
in eg a ion, uni e si y acul y mus implemen his wo k sys ema ically. This equi es he inco po a ion o he
ollowing o ganiza ional mechanisms in o cu icula [6]:
Planning he o ganic in e connec ion (synch oniza ion) o lec u e con en ac oss depa men s and
disciplines. Es ablishing s ong in e disciplina y “b idges” ha link ela ed a eas o knowledge.
These sys ema ic o ganiza ional measu es ensu e comp ehensi e, p ac ice-o ien ed aining o s uden s.
S a e Educa ional S anda ds clea ly de ine he p o essional and gene al compe encies-ha is, he equi ed
knowledge, skills, and abili ies- ha g adua es mus acqui e. In acco dance wi h hese s anda ds, e ec i e
achie emen o he in ended lea ning ou comes wi hin he basic p o essional educa ion p og ams is possible
only h ough an in eg a i e app oach.
In eg a i e educa ion is he e o e o undamen al impo ance bo h o o ming he p o essional
compe ence o u u e specialis s and o ensu ing hei success ul p o essional p ac ice. In eg a ion elimina es
he adi ional sepa a ion be ween heo e ical sciences (such as physics) and applied sciences (such as gene al
enginee ing), uni ying hem in o a single sys emic body o knowledge [7,8].
The key physical concep s and hei p o essional applica ions, which ensu e he e ec i e in eg a ion o
physics and gene al enginee ing sciences in echnical uni e si ies, cons i u e he me hodological ounda ion o
his s udy and a e p esen ed in Table 1.
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Table 1.Basic physical concep s ensu ing he in eg a ion o physics wi h gene al enginee ing sciences.
Gene al Enginee ing
Discipline
Basic Physical Concep s Suppo ing In eg a ion
Cons uc ion Mechanics
Fo ce; o que; momen o ine ia; angula momen um; law o conse a ion o
momen um; mechanical s ess; de o ma ion; Hooke’s law; absolu e and ela i e
elonga ion; po en ial ene gy in ension and comp ession; ul ima e s eng h; Young’s
modulus.
Building Physics
Tempe a u e; humidi y; he mal conduc i i y; con ec ion and adia ion; absolu e and
ela i e ai humidi y; dew poin ; ligh ays; adian ene gy; luminous lux; undamen als
o acous ics; physical cha ac e is ics o sound (wa eleng h, p opaga ion eloci y,
equency, sound p essu e, hea ing h eshold).
Me al S uc u es
Densi y o ma e ials; mechanical s ess; de o ma ion; absolu e and ela i e elonga ion;
ul ima e s eng h; s ess–s ain diag am; Young’s modulus; Hooke’s law; o ce;
New on’s laws o mo ion.
Seismic Resis ance o
Buildings and S uc u es
Mechanical wa es; longi udinal and ans e se wa es; wa eleng h; s eng h limi s;
ib a ions; ampli ude; equency; oscilla ion pe iod; esonance phenomenon.
The undamen al ela ionship be ween physics and gene al enginee ing sciences, as well as i s p ac ical
signi icance, is p esen ed in Table 2.
Table 2. Fundamen al connec ions be ween physics and gene al enginee ing sciences and hei p ac ical
signi icance.
Gene al Enginee ing
Discipline
Fundamen al Physical Basis
P ac ical Signi icance
Cons uc ion
Mechanics and
S eng h o Ma e ials
Mechanics (s a ics, dynamics, s ess,
de o ma ion, elas ici y).
Calcula ion o s uc u al s eng h and
s abili y; ensu ing esis ance o ex e nal
loads.
Building Physics
The modynamics (hea ans e , he mal
conduc i i y, con ec ion, adia ion); Op ics
(ligh p opaga ion); Acous ics (sound wa es).
Ensu ing ene gy e iciency ( he mal
insula ion), op imal ligh ing, and sound
insula ion in buildings.
Hyd aulics
Hyd os a ics and hyd odynamics (beha io ,
mo emen , and p essu e o liquids and gases).
Design o wa e supply, sewe age,
hea ing, and en ila ion sys ems, as
well as hyd aulic s uc u es.
Seismic Resis ance o
Buildings
Dynamics ( ib a ions, oscilla ions, esonance,
p opaga ion o seismic wa es).
De elopmen o ea hquake- esis an
s uc u es and ensu ing s uc u al sa e y
du ing seismic ac i i y.
Building Ma e ials
Science
S uc u e o ma e (c ys al la ice, phase
ansi ions); physical p ope ies (densi y,
mois u e con en , he mal conduc i i y).
E alua ion o ma e ial quali y and
du abili y; de elopmen and
op imiza ion o new composi e
ma e ials.
Powe Supply and
Elec ical Equipmen
Elec ici y and magne ism (elec ical ci cui s,
cu en , ol age, elec omagne ic phenomena).
Implemen a ion o building
elec i ica ion, ligh ing, au oma ion, and
sma building sys ems.
S uden s en olled in a chi ec u e and cons uc ion p og ams a echnical uni e si ies a e equi ed o mas e
a wide ange o specialized subjec s o e ou yea s, including Cons uc ion Mechanics, Building Ma e ials,
Types o S uc u es (Wood, Me al, Rein o ced Conc e e), Building Physics, and Building Ene gy E iciency
Enginee ing. The knowledge and skills acqui ed in physics p o ide a undamen al ounda ion o success ul
lea ning in hese disciplines. Wi hou an unde s anding o he undamen al laws and p inciples o physics, i
becomes impossible o scien i ically explain o design he physical phenomena and p ocesses – such as
de o ma ion, he mal conduc i i y, and ib a ion— ha occu in buildings and s uc u es [9].
Building Physics and Building Ene gy E iciency Enginee ing examine he physical p ocesses occu ing
wi hin buildings and hei componen s, as well as he in luence o hese p ocesses on bo h s uc u es and
occupan s. On he one hand, hese disciplines add ess he c ea ion o app op ia e indoo empe a u e and
humidi y condi ions necessa y o human com o and a ious ac i i ies inside he building.
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On he o he hand, hey ocus on ensu ing condi ions ha p omo e he long- e m du abili y and se ice
li e o building elemen s.
The physical p ocesses ha ake place in a building and i s s uc u al componen s a e ypically classi ied
in o h ee ca ego ies [10,11]:
The mal enginee ing examines he ans e o he mal ene gy wi hin buildings and hei componen s, as
well as mass- ans e p ocesses in ol ing wa e apo .
Ligh ing enginee ing ocuses on he o ma ion o na u al ligh ields inside buildings and hei in luence
on human ac i i y. Acous ics s udies he laws go e ning he p opaga ion o sound wa es wi hin a building and
i s indi idual elemen s.
A sound unde s anding o he mal enginee ing equi es mas e y o key physical concep s such as he
undamen als o he modynamics, e e sible and i e e sible hea p ocesses, he laws o he modynamics,
absolu e and ela i e humidi y, and he p inciples o hea and mass ans e .
To success ully mas e ligh ing enginee ing, s uden s mus acqui e ho ough knowledge o geome ic
op ics, he undamen al laws o op ics, and essen ial pho ome ic concep s and uni s.
In he s udy o acous ics, i is necessa y o s uden s o unde s and he p opaga ion o oscilla o y mo ion
in elas ic media, plane and sphe ical wa e equa ions, wa e in e e ence and di ac ion, s anding wa es, and
he p ope ies o sound wa es.
Fo ull p o iciency in specialized disciplines such as ein o ced conc e e and mason y s uc u es, me al
s uc u es, and imbe s uc u es—and o he de elopmen o p o essional compe ence wi hin hese ields
s uden s mus possess deep knowledge o he ollowing undamen al physical concep s and quan i ies [12]:
− Physical p ope ies o ma e ials: densi y, ypes o de o ma ion, coe icien o linea expansion;
− Mechanical p ope ies: elas ic o ces, mechanical s esses, absolu e and ela i e elonga ions;
− Fundamen al cons an : Young’s modulus;
− S eng h cha ac e is ics: mechanical p ope ies o ma e ials unde ension and comp ession, including
ul ima e s eng h.
A ho ough mas e y o hese physical laws and concep s o ms he basis o he accu a e calcula ion o
load-bea ing capaci y and he p edic ion o s uc u al se ice li e in p o essional p ac ice. Wi hou his
ounda ion, achie ing he educa ional, me hodological, and p ac ical lea ning ou comes equi ed in specialized
enginee ing disciplines becomes impossible [13].
The pu pose o eaching key a chi ec u e and cons uc ion disciplines, as well as he imp o ed opics ha
p omo e he in eg a ion o physics in o gene al enginee ing educa ion, a e p esen ed in Table 3.
HEAT
ACOUSTICSLIGHT
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Table 3. Pu pose o eaching gene al enginee ing disciplines and imp o ed physics-in eg a ed opics
o a chi ec u e and cons uc ion.
No.
Gene al
Enginee ing
Discipline
Pu pose o Teaching he Subjec
Imp o ed Topics Ensu ing In eg a ion o
Physics in o A chi ec u e and Cons uc ion
1.
Cons uc ion
Mechanics
To de elop s uden s’ knowledge, skills,
and abili ies in de e mining s esses and
de o ma ions in s uc u al elemen s, and
o each me hods o calcula ing
s eng h, s i ness, and s abili y o
s uc u es.
Elas ic o ces; ic ion-induced ailu e o
building ma e ials; de o ma ional p ope ies o
cons uc ion ma e ials. Labo a o y:
De e mina ion o Young’s modulus using he
bending me hod.
2.
Fluid and Gas
Mechanics
To explain he undamen al p inciples
o luid and gas mechanics and o apply
he basic laws o hyd os a ics and
hyd odynamics o sol e enginee ing
p oblems in ol ing a ious ypes o
luids.
Liquid s a e o ma e ; s uc u e o liquids;
liquid p essu e unde cu ed su aces;
phenomena a he liquid–solid in e ace.
Lec u e: In e acial p ocesses. Labo a o y:
De e mina ion o he coe icien o in e nal
ic ion o liquids using he S okes me hod.
3.
Seismic
Resis ance o
Buildings and
S uc u es
To equip s uden s wi h su icien
knowledge, skills, and abili ies o
calcula ing buildings and s uc u es
unde seismic loads and ensu ing hei
ea hquake esis ance.
Ine ial dampe s and hei use in cons uc ion;
in luence o esonance phenomena on
s uc u al beha io . Labo a o y: In es iga ion
o he dependence o he speed o sound in ai
on empe a u e.
4.
Soil Mechanics,
Founda ions, and
Bases
To p o ide s uden s wi h undamen al
knowledge o soils and ounda ions—
he key componen s ensu ing he
s abili y and du abili y o any s uc u e.
Applica ion o New on’s hi d law in
cons uc ion; phenomena a he liquid–solid
in e ace; capilla i y and i s enginee ing
implica ions.
The key physical concep s ha ensu e e ec i e in eg a ion in echnical uni e si ies, hei equi alen s in gene al
enginee ing disciplines, and he ypes o p o essional compe ence o med on his basis a e p esen ed in Table 4.
Table 4. Physical concep s, hei enginee ing equi alen s, and he esul ing p o essional compe ences
Physical Concep
Gene al
Enginee ing
Discipline
Enginee ing Te m
Fo med P o essional Compe ence
Mechanical s ess,
de o ma ion, Young’s
modulus
S eng h o
Ma e ials
Allowable s ess,
ul ima e s eng h
Assessmen o he load-bea ing
capaci y o ma e ials and s uc u al
elemen s
The mal conduc i i y
Cons uc ion
The mal Physics
The mal esis ance,
insula ion hickness
Calcula ion o a building’s ene gy
e iciency and he mal pe o mance
Oscilla ion pe iod,
esonance phenomenon
Cons uc ion
Mechanics
Na u al equency o a
building, ine ial dampe
De elopmen o ea hquake-
esis an s uc u al solu ions
The p ocess o o ming p o essional compe ence in u u e ci il enginee s consis s o h ee in e connec ed
s ages [14,15]:
S age I: P epa a o y–Theo e ical.
A his s age, physical laws a e con ex ualized wi hin an enginee ing amewo k ( o example, in e p e ing
Fou ie ’s Law in e ms o hea lux h ough building en elopes). S uden s lea n o co ela e physical concep s
wi h hei enginee ing equi alen s.
S age II: P ac ical–In eg a i e.
This s age ans o ms heo e ical knowledge in o p ac ical skills. In eg a i e labo a o y sessions se e as
he p incipal mechanism, allowing s uden s o apply physical laws o eal enginee ing p oblems.
S age III: Applica ion–Assessmen .
S uden s’ abili y o apply acqui ed knowledge is e alua ed h ough complex enginee ing asks and
p ojec -based assignmen s. This s age con i ms he le el o p o essional compe ence achie ed.
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The o ma ion o p o essional compe ence in s uden s is no he esponsibili y o specialized enginee ing
disciplines alone; i is a sys ema ic p ocess ha is s eng hened h ough he in eg a ion o physics wi h gene al
enginee ing equi emen s. Such in eg a ion enables g adua es o make well-in o med p o essional decisions
g ounded in heo e ical knowledge.
Thus, he in eg a ion o physics in o gene al enginee ing disciplines is achie ed h ough he consis en
applica ion o co e physical concep s. Adap ing physics o he ields o a chi ec u e and cons uc ion c ea es a
solid ounda ion o de eloping s uden s’ p o essional compe encies. The inco po a ion o physical concep s
in o cons uc ion- ela ed subjec s helps elimina e me hodological gaps wi hin he educa ional p ocess. As a
esul , physics becomes no an abs ac heo e ical discipline bu a undamen al and p ac ical basis o all
enginee ing solu ions in a chi ec u e and cons uc ion.
Enhancing he eaching o physics h ough in eg a ion wi h a chi ec u al and cons uc ion sciences
ep esen s a s a egic di ec ion in p epa ing uni e si y g adua es who can mee he high demands o mode n
indus y. Th ough his sys ema ic app oach, he longs anding disc epancy be ween heo y and p ac ice in
enginee ing educa ion can be e ec i ely educed.
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SCIENTIFIC REVIEW
Ti le o he a icle: Me hodological Founda ions o Imp o ing he Teaching o Physics Based on he
In eg a ion o A chi ec u e and Cons uc ion
Au ho : Ab o No ojiye , PhD in Pedagogical Sciences, Associa e P o esso a he Tashken
Uni e si y o A chi ec u e and Ci il Enginee ing.
The a icle p esen s a well-s uc u ed and me hodologically ich in es iga ion in o he in eg a ion o
physics wi h a chi ec u e and cons uc ion sciences in echnical highe educa ion ins i u ions. The au ho
add esses an inc easingly ele an issue in enginee ing pedagogy: he alignmen o undamen al scien i ic
knowledge wi h p ac ical p o essional aining wi hin he con ex o he c edi -modula educa ion sys em. The
s udy is imely, esponds o he challenges posed by educed class oom hou s in physics ins uc ion, and o e s
g ounded pedagogical solu ions based on in e disciplina y in eg a ion.
The pape demons a es solid scien i ic igo , d aws on in e na ional didac ic expe ience, and o e s clea
me hodological ecommenda ions. I success ully connec s heo e ical cons uc s wi h p ac ical applica ions in
enginee ing cu icula, which signi ican ly s eng hens i s ele ance and con ibu ion o mode n educa ional science.
The p incipal s eng h o he a icle lies in i s sys ema ic concep ualiza ion o disciplina y in eg a ion. The
au ho : a) clea ly iden i ies he se o co e physical concep s essen ial o enginee ing disciplines;
b) demons a es hei unc ional equi alence in cons uc ion enginee ing subjec s; ) o mula es imp o ed
hema ic blocks ha ensu e meaning ul in eg a ion in o cu icula.
This sys ema ic mapping – which includes well-cons uc ed ables linking physical and enginee ing
ca ego ies – is o iginal and pedagogically aluable. I p o ides a p ac ical amewo k o cu iculum designe s
and educa o s asked wi h s eng hening in e disciplina y cohe ence in enginee ing educa ion.
The a icle’s o iginali y also s ems om i s compe ency-based app oach, g ounded in con empo a y
in e na ional s anda ds. The p oposed h ee-s age model o compe ence o ma ion (p epa a o y – heo e ical
→ p ac ical – in eg a i e → applica ion – assessmen ) is clea , cohe en , and me hodologically jus i ied. I
o e s an e ec i e ins uc ional s a egy adap able o a ious enginee ing p og ams.
The a icle is logically o ganized, wi h a consis en low om p oblem s a emen o analysis and
pedagogical ecommenda ions. The me hodological ounda ion is sound, d awing om ecognized sou ces in
physics educa ion, enginee ing didac ics, and compe ency-based lea ning.
Key me hodological s eng hs include:
− A con incing jus i ica ion o he need o in e disciplina y in eg a ion unde he cons ain s o c edi -
modula educa ion.
− E ec i e demons a ion o how physics unde pins p o essional p oblem-sol ing in mechanics, building
physics, ma e ials science, and seismic design.
− Comp ehensi e ables ha enhance he cla i y and applicabili y o he p oposed in eg a ion me hods.
− Balanced use o heo e ical e e ences and p ac ical examples, ensu ing bo h scien i ic dep h and
pedagogical u ili y.
The s udy’s academic language is consis en wi h in e na ional schola ly s anda ds, and he a gumen a ion
is de eloped wi h p ecision and cla i y.
One o he mos aluable aspec s o he a icle is i s explici o ien a ion owa d p o essional compe ence
de elopmen . The au ho accu a ely iden i ies he p o essional quali ies equi ed o u u e enginee s –
mo i a ion, in en i e hinking, manage ial abili ies, in o ma ion li e acy, and sel -di ec ed lea ning – and
connec s hese quali ies o he didac ic po en ial o in eg a ed physics ins uc ion.
The ecommenda ions gi en (synch oniza ion o depa men ac i i ies, o ma ion o in e disciplina y
“b idges,” use o so wa e-suppo ed lea ning echnologies) a e p ac ical and ac ionable. They can eadily be
implemen ed in echnical uni e si ies seeking o mode nize hei enginee ing educa ion amewo ks.
The ables illus a ing links be ween physics and enginee ing concep s make he a icle an excellen
esou ce o cu iculum design, in e disciplina y cou se planning, and me hodological semina s o
enginee ing acul y.
While he a icle is s ong o e all, a ew a eas could be enhanced in u u e esea ch:
Empi ical alida ion.
The wo k is concep ual and me hodological; u u e s udies migh include empi ical e idence – such as
s uden pe o mance da a o case s udies om pilo cu icula – o ein o ce he conclusions.
TADQIQOT VA TARAQQIYOT | II-JILD | 11-SON | 2025
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Technological in eg a ion.
The a icle ouches upon digi al esou ces bu could u he add ess he ole o simula ion so wa e, i ual
labo a o ies, and enginee ing modeling ools in acili a ing physics – enginee ing in eg a ion.
Assessmen me hodology.
Al hough he h ee-s age model is con incing, a mo e de ailed discussion o assessmen ins umen s
( ub ics, compe ency benchma ks, in eg a i e asks) would s eng hen he p ac ical dimension.
These ema ks do no de ac om he scien i ic alue o he wo k bu a he poin owa d p omising
di ec ions o u he esea ch.
O e all, he a icle by Ab o No ojiye ep esen s a signi ican con ibu ion o he me hodology o
eaching physics in echnical uni e si ies. I o e s a logically de eloped, scien i ically jus i ied, and p ac ically
ele an amewo k o in eg a ing physics wi h a chi ec u e and cons uc ion sciences. The p oposed app oach
e ec i ely b idges he gap be ween heo e ical scien i ic knowledge and p o essional enginee ing aining,
making he wo k highly aluable o educa o s, cu iculum de elope s, and esea che s in enginee ing
pedagogy. The a icle ully mee s he equi emen s o schola ly publica ion and is well-dese ing o
accep ance.
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pu poses wi hou he p io pe mission o he edi o ial boa d. The e iew has been p epa ed o assess he scien i ic quali y,
con en , and me hodological aspec s o he au ho ’s (au ho s’) wo k. I does no ep esen he pe sonal opinion o he
au ho (s) no should i be in e p e ed as he o icial posi ion o he jou nal.
The edi o ial boa d bea s no esponsibili y o he implemen a ion, ou comes, o consequences o he
ecommenda ions, conclusions, o commen s con ained in his e iew. The e iew is p o ided o ensu e anspa ency in
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