Embedding the Core Triad: Spatial Ability, Visualisation, and Representational Literacy

Engineers rely on visual-spatial thinking at many stages of practice, from interpreting technical drawings to simulating system behaviour before construction begins. Simultaneously, engineering educators assign complex spatial tasks often without explicitly and deliberately teaching the underlying cognitive skills those tasks demand. This chapter addresses that gap by presenting visual-spatial thinking as a structured, trainable competency built on three interdependent elements: spatial ability (the cognitive capacity to mentally manipulate visual images), visualisation (the active process of applying that capacity to engineering problem solving), and representational literacy (the skill of creating and communicating through engineering’s visual language). Together, these form the Core Triad. The chapter argues that all three elements are essential for engineering practice, demonstrably trainable through targeted instruction, and central to equitable access to the discipline. We present five evidence-based implementation strategies (low-stakes sketching, physical and digital manipulatives, anonymous peer feedback, concept mapping, and dedicated visual-spatial skills modules), along with practical guidance and supporting research evidence. The chapter concludes with a synthesis of teaching recommendations designed to foster the growth-oriented culture in which these strategies are most effective. The overall aim is to equip educators with a coherent framework for developing the Core Triad skills in all students, not only those who innately have them.