The development of engineering thinking has emerged as a critical objective in contemporary education, given the increasing demand for problem-solving and innovation skills in the 21st century. This article explores a methodology for fostering engineering thinking through constructive play, integrating constructivist learning theory with engineering design principles. Drawing on the works of Piaget, Vygotsky, and Resnick, the study outlines a structured three-stage framework—exploration, design, and refinement—that enables learners to engage in authentic problem-solving while developing spatial reasoning, creativity, and collaborative competencies. Implementation strategies and assessment approaches are discussed, alongside the benefits and challenges of applying constructive play in engineering education. The findings highlight that a play-based engineering methodology enhances both technical and soft skills, providing a foundation for innovative thinking in real-world contexts.  

Constructive play, Engineering thinking, Educational methodology

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