Essential Digital Technology Training for Graduates Entering the Industry

Essential Digital Technology Training for Graduates Entering the Industry

This perspective aligns with previous research emphasizing the need for hands-on learning experiences and strong links between academia and industry (e.g.,(Gronau et al., 2017; Mukherjee et al., 2022; Villani et al., 2017). IE1 and IE4 also recommend that classrooms and workshops should be equipped with "full internet access and digital base machines," and that graduates should be trained in "prototype AI, industrial robotics, and spot-welding robotics." This echoes the findings of studies emphasizing the importance of providing students with access to advanced digital tools and equipment (e.g., (Hall, 1997; Jiang, 2022)

IE3 highlights the importance of computer knowledge and the ability to work with relevant software, as well as familiarity with basic digital tools such as

"multi-meters, digital dial gauges, digital micrometers, and general diagnostic machines" (IE3, 2023).

These insights support the idea that a broad range of digital skills is essential for engineering graduates to succeed in the industry ( e.g.,Borah et al., 2021; Lutte

& Mills, 2019). Thus, the interviewees agree that graduates should possess a range of digital technology skills, including proficiency in AI, robotics, diagnostics, and basic digital tools. They also emphasize the need for student-centreed training focused on industry standards and collaboration in order to better prepare graduates for the demands of the workplace. These findings are consistent with prior research that highlights the importance of updating curricula and incorporating digital skills training in engineering education (e.g., Falloon, 2020; Sánchez-Caballé et al., 2021).

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