Abstract
Traditional pedagogical approaches in mechanical engineering often suffer from a fragmentation between theoretical solid mechanics and Finite Element Analysis (FEA) simulations, limiting students’ ability to connect theories and simulations with physical behaviour. To address this gap, this study introduces a novel research-led, competition-oriented teaching method designed to synthesize solid mechanics and FEA simulation through an inquiry-driven, full-process engineering challenge. The method follows a “model–simulate–redesign–verify” workflow, transforming conventional coursework into a research-style design cycle. Students design load-bearing structures, optimize them using FEA-based stress and strain analysis, and validate performance through 3D printing and experimental testing. The competition is based on structural efficiency (mass versus displacement) and design originality compared with a reference model. Results show that students achieved significantly higher project performance than in traditional examinations. The approach also strengthens research-related skills, including critical thinking, problem-solving, and engineering trade-off analysis. Survey data indicate that over 90% of students reported greater analytical engagement and confidence in independent inquiry. By combining technical rigor with open-ended, competition-oriented design exploration, this framework offers a scalable model for preparing students for modern engineering research and industry practice.