Abstract—In the domain of abstract fundamentals of electrical engineering, the motivation of learners assumes particular significance, with its impact on the efficacy of learning-teaching arrangements being a crucial factor. Students must be confronted with the fundamentals within practical scenarios to facilitate the recognition of their importance for their future professional endeavors as skilled workers or engineers. Furthermore, a practical introduction to the field of electrical engineering fosters the development of problem-solving skills, encompassing both technical and methodological aspects. This paper proposes a novel repair method, delineated on the basis of a competence model, which facilitates a practical introduction to the fundamentals of electrical engineering. It is a possible implementation of the action-oriented concept and can be used both in vocational training and in the introductory phases of electrical engineering degree programs. In defining the aforementioned repair method, the individual determinants of action orientation and the author's understanding of the fundamentals of electrical engineering are presented and then taken into account. Furthermore, the paper discusses the opportunities and challenges that arise for students and teachers when using the repair method. 
 

Keywords—action-orientation, constructivist Didactics of Electrical Engineering (cDoEE), self-control of learners, application-oriented learning 

Cite: Thomas N. Jambor, "Repair Method: An Innovative Strategy for Teaching the Fundamentals of Electrical Engineering," International Journal of Learning and Teaching, Vol. 11, No. 6, pp. 326-333, 2025.

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