Dissertation
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Source: Field Data (2023) The findings presented in Table 4.18 indicate that instructors employed at technical universities in Ghana tend to concur regarding the advantages of incorporating digital technology into their professional duties, as well as its potential to improve students' academic outcomes. The respondents exhibit a considerable level of agreement, as evidenced by the mean scores of the variables, which range from 3.29 to 3.33. Furthermore, the utility of CAD/CAM technology in practical training is perceived with a mean score of 3.31. the findings support with prior studies that underscore the capacity of digital technology to enhance educational outcomes in engineering education, as demonstrated by (Naidu & Jaju, 2022; Sola-Guirado et al., 2022). The utilisation of digital technology has the potential to augment students' involvement and involvement in the learning process, while simultaneously enhancing their technical proficiencies and knowledge. The favourable attitude of instructors towards digital technology underscores their significance in advocating for the incorporation and application of digital technology in engineering pedagogy. The findings indicate that a persistent investment in digital infrastructure and training for both educators and learners is necessary to improve their proficiency in utilising digital technology. Additionally, it has been proposed that instructors within technical universities in Ghana hold a predominantly favourable viewpoint regarding the utilisation of digital technology in their professional duties. The individual recognises the advantages of utilising digital technology to facilitate task completion and enhance academic outcomes for students. Furthermore, the individual recognises the potential benefits of incorporating disruptive technologies such as artificial intelligence, robotics, and virtual reality to augment their efficacy in the realm of online instruction. Nonetheless, there is a degree of scepticism among individuals regarding the efficacy of disruptive technology in facilitating engineering education as compared to conventional approaches. The findings align with prior studies that underscore the capacity of digital technologies to augment pedagogy and scholarship in engineering education (e.g., Wang et al., 2018; Wu et al., 2019). The affirmative attitude of instructors towards the adoption of digital technology is a promising indication for the assimilation and application of these technologies in engineering education. The outcomes that are less persuasive regarding the supremacy of disruptive technology in comparison to conventional approaches indicate that additional investigation and instruction may be necessary to effectively incorporate and employ disruptive technologies in engineering education. The literature on digital technology acceptance has consistently demonstrated that a favourable disposition towards technology is a crucial factor in achieving effective implementation and utilisation. The findings of this study indicate a moderate level of positivity towards the acceptance of digital technology among the participants. This suggests that they are open to incorporating digital technology into their work, which is a promising indication for the implementation and assimilation of disruptive technologies in the field of engineering education. The findings are in line with prior studies that have demonstrated the significance of a favourable disposition towards technology in augmenting its adoption and usage (Cabero-Almenara et al., 2019). In summary, Table 4.16 displays the outcomes of the survey on the acceptance of digital technology (DTA) among the respondents. Based on the mean scores, it can be inferred that the respondents possess a favourable outlook towards the integration of digital technology in their professional endeavours, as evidenced by the composite mean score of 3.19. The belief is held that the utilisation of digital technology facilitates the completion of tasks, enhances student performance, and proves advantageous for practical training. Nevertheless, there is a degree of scepticism regarding the dominance of digital technology in comparison to conventional approaches in engineering education. In general, the findings indicate a moderate inclination towards embracing digital technology among the respondents. Table 4.19 Results on perceived ease of use (PEU) of technology
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