Dissertation
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- Composite 2.67 1.108
Source: Field Data (2023) Table 4.20 shows findings on user acceptance of digital technologies among instructors in Ghanaian technical universities, based on the research topic of bridging the digital skills gap using disruptive technologies in engineering education. The mean score of 2.69 and standard deviation of 0.96 indicate that lecturers reported employing digital technologies such as artificial intelligence, robotics, and virtual reality in engineering education with relative ease and frequency. With a mean score of 2.65 and a standard deviation of 1.246, the respondents reported using these technologies for a variety of training purposes. The lecturers at Ghanaian technical universities appear to have a positive attitude towards user acceptance of digital technologies, which is consistent with previous research highlighting the importance of a positive attitude towards technology for its successful implementation and utilisation (Venkatesh et al., 2003). The favourable perception of user adoption of digital technologies demonstrates the potential for the integration and utilisation of disruptive technologies in engineering education. However, the results also indicate that there may be barriers to accessing and implementing these technologies effectively, highlighting the need for training and development programmes to increase their adoption and use. The lecturers reported to have a moderate level of user acceptance of digital technologies in engineering education, as shown in Table 4.18. The composite means of 2.67 indicates that participants view digital technologies, such as artificial intelligence, robotics, and virtual reality, as user-friendly and frequently employ them for a variety of training purposes. According to previous research Whitelaw et al., (2020) user acceptability is a critical factor for the successful implementation and adoption of digital technologies in education. Overall, the participants' moderate approval of digital technologies suggests that they are receptive to incorporating these technologies into their teaching practises. It is essential to note, however, that the study was conducted only among lecturers, and the results may not inherently reflect the opinions of students or other engineering education stakeholders. The level of user acceptance of digital technologies among other categories of stakeholders, such as students, industry partners, and policymakers, may require additional research. On the basis of this study's findings, it is suggested that educational institutions invest in digital infrastructure and training programmes in order to increase the user adoption of digital technologies in engineering education. Such investments can aid in addressing the challenges of engineering education's access to and implementation of disruptive technologies. Future research could also investigate the factors that influence user acceptability of digital technologies in engineering education, as well as the efficacy of various strategies for promoting the adoption and use of these technologies Table 4.21 Results on quality assurance practices (QAP)
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