This study investigates the experiences of undergraduate engineering and education students who transitioned to teaching engineering lessons virtually during the COVID-19 pandemic. Using social cognitive theory (SCT), the researchers examined how the shift to online instruction influenced students' learning and affective responses. Results indicate that students gained professional skills, including online teaching and educational technology skills, along with STEM content knowledge. While some learning opportunities (e.g., face-to-face presentation) were missed, the transition was effective for perceived learning and teaching of engineering. The study suggests that similar cross-disciplinary virtual team assignments can effectively prepare students for the post-pandemic workplace.

Kristie S. Gutierrez, Jennifer J. Kidd, Min J. Lee, Pilar Pazos, Krishnanand Kaipa, Orlando Ayala