BRIDGING THE DIGITAL SKILLS GAP WITH DISRUPTIVE TECHNOLOGIES IN ENGINEERING; THE CASE OF MECHANICAL ENGINEERING EDUCATION IN GHANAIAN TECHNICAL UNIVERSITIES

• Main Author: Emmanuel Obobi Tettehfio, - (Author)
• Format: Book
• Published: 2023-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/103006/8/D_PTK_2010839_Title.pdf; http://repository.upi.edu/103006/2/D_PTK_2010389_Chapter1.pdf; http://repository.upi.edu/103006/3/D_PTK_2010389_Chapter2.pdf; http://repository.upi.edu/103006/4/D_PTK_2010389_Chapter3.pdf; http://repository.upi.edu/103006/5/D_PTK_2010389_Chapter4.pdf; http://repository.upi.edu/103006/6/D_PTK_2010389_Chapter5.pdf; http://repository.upi.edu/103006/7/D_PTK_2010389_Appendix.pdf
• Keywords: L Education (General)

Ghana, like many nations, struggles to close the digital skills gap, especially in mechanical engineering. Ghanaian Technical Universities (TU) conventional approach to teaching fails to prepare graduates for the digital era. This research addressed the digital skills gap in disruptive technologies between the Ghanaian engineering industry and TU mechanical engineering graduates. Explanatory mixed-method research was used to select participants using random and purposive sampling. The explanatory sequential design uses qualitative and quantitative methods sequentially to examine the research topic. Questionnaires, interview guides, and Focus Group Discussions (FGD) were used to collect data. The researchers randomly selected 52 mechanical engineering lecturers and 248 final-year students. Five Automotive Mechanical Engineering Managers with ten or more years of experience in automotive manufacturing and maintenance were purposefully selected. Two managers from the Commission on Technical and Vocational Education and Training (CTVET) and the Ghana Tertiary Education Commission (GTEC) in charge of transformation and innovation for sustainable development were purposefully sampled and interviewed. A group of five academics from six of the ten technical Universities participated in a FDG. The findings revealed that disruptive technologies significantly influence the learning environment and teaching methods for mechanical engineering skill training, but challenges in digital tools and infrastructure hinder seamless integration. The engineering industry is undergoing transformation due to disruptive technology skill training, requiring graduates to possess proficiency in modern digital tools like CAD, CAM, and AI-based systems. A disparity between skills acquired through conventional training and industry requirements necessitates collaboration and resource allocation to bridge the gap. Mechanical engineering graduates need comprehensive digital technology knowledge and skills, particularly in machine learning, CAD, CAM, and industry-relevant advanced technologies, to enhance employability and industry contribution. Instructors' perceptions and utilization of disruptive technologies vary, with some showing enthusiasm and benefits recognition, while others exhibit resistance due to limited skills, training access, and infrastructure. Overcoming obstacles for instructors, such as knowledge gaps and inadequate infrastructure, requires comprehensive training and support to effectively integrate disruptive technologies into teaching strategies. To integrate disruptive technologies into the learning environment and educate skills, the government should invest in digital infrastructure like reliable energy and high-speed internet. TU should partner with the industry closer to provide students with hands-on experience with digital technology. To assure that engineering students are appropriately identified by the industry for training, the government could act through memoranda of understanding.