NAVIGATING DIGITAL TRANSFORMATION IN NIGERIAN ENGINEERING EDUCATION

Uzor Onyia, Nzoputa B. Madueme, Uchechukwu F. Nwankwo

Abstract


This study examines the integration of Digital technologies in engineering education in Nigeria, highlighting the historical context, current practices, and potential advancements. Historically, Nigerian engineering education lagged behind other disciplines, and contemporary curricula have seen limited updates to incorporate modern technological advances, leading to a skills mismatch in the job market. The study emphasizes the importance of integrating digital tools to enhance entrepreneurship, safety, and sustainability in engineering education. Key digital technologies identified include CAD software, simulation software, VR/AR, 3D printing, IoT, and various programming tools. The research utilized a quantitative survey at the University of Nigeria Nsukka, achieving an 86.3% response rate from students and lecturers. Results indicated high integration of mobile applications, CAD tools, and online resources, while tools like LMS and simulation software showed lower adoption levels. The findings suggest targeted faculty training, improved resource allocation, and curriculum development support as strategies to enhance technology integration. The study concludes that while there are areas needing improvement, the proactive adoption of certain digital technologies demonstrates a readiness to evolve, providing students with essential skills for a digitally-driven engineering landscape.

KEYWORDS: Curriculum Development, Digital Technologies Integration, Engineering Education, Learning

 

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