Personalised and Inclusive Assessment Approaches in Engineering Education: Embracing Diverse Learning Styles

This paper explores the use of Microsoft Sway© as a multi-format assessment tool in engineering education, grounded in Personalised Learning Theory, which emphasises tailoring education to the individual needs and preferences of each student. As higher education evolves to accommodate a broader range of learners, the ability to personalise both learning and assessment becomes increasingly important for engagement and improved outcomes. In engineering education, supporting diversity is vital not only in terms of who participates, but in how they participate. Engineers face global challenges such as sustainability and complex "wicked problems" which require input from a range of perspectives, backgrounds, and ways of thinking. This makes it essential to create learning environments that value varied cognitive approaches and experiences. To genuinely increase diversity in engineering programmes, assessment methods must move beyond standardised formats and instead provide opportunities for all students to demonstrate understanding in ways that align with their individual strengths and learning preferences. By analysing student feedback and interaction data, the research demonstrates how Sway supports student-centred, inclusive pedagogical practices. The flexibility of format empowered students to demonstrate not only their technical knowledge but also their reflective thinking in ways that felt authentic and meaningful. The findings suggest that tools like Sway can enhance inclusivity in engineering programmes by enabling assessments that reflect diverse ways of knowing and expressing understanding. Such approaches are key to preparing engineers who are equipped to address the complexities of the modern world.