Engineering education is essential for advancing human understanding and capability. During their studies, engineering students encounter numerous hypotheses and theorems, including those related to convolutions and discrete convolutions. The analysis of convolutions is introduced to students early in their degree programs. However, comprehension of this theorem often proves challenging for a wide range of students, leading to significant stress and, in some cases, discouraging them from pursuing majors in signal processing, which is critical in today’s communication era. This paper examines the current pedagogical approaches employed in electrical and mechanical engineering programs for teaching the convolution theorem. It proposes a systematic technique designed to simplify the learning process, thereby enhancing students' understanding and helping them achieve the relevant learning outcomes associated with convolutions. This approach not only instills confidence in students when solving convolution-related problems but also fosters greater proficiency in signal processing by addressing one of the primary challenges in the field. The case study presented highlights how the proposed systematic technique supports students in advancing their knowledge and skills in this domain.

Keywords: Undergraduate engineering education, convolution, systematic technique for continuous time convolution.