The rapid advancement of digital twin technology offers transformative potential for engineering education, particularly in enhancing student engagement and learning outcomes in undergraduate mechanical engineering programs. This paper explores the integration of digital twin systems into the curriculum, focusing on their application in distance learning environments where traditional hands-on experiences may be limited. By creating virtual replicas of physical systems, digital twins provide students with immersive and interactive learning experiences that bridge the gap between theoretical concepts and practical application. The study evaluates the impact of digital twin technology on student learning, engagement, and performance through a series of case studies and quantitative assessments. Results indicate significant improvements in student comprehension, critical thinking, and problem-solving skills, alongside heightened motivation and participation levels. Additionally, digital twins foster a collaborative learning environment, enabling students to experiment with system behaviors and conduct simulations in real-time, which is particularly beneficial when physical lab access is restricted. This research underscores the value of digital twins as innovative pedagogical tools that enrich mechanical engineering education, offering scalable solutions that enhance educational quality and accessibility in remote learning settings. The paper concludes with recommendations for effectively integrating digital twin technology into engineering curricula, addressing potential challenges, and identifying future opportunities for research and development.

Keywords: Engineering education, digital twin, distance learning.