Dissertation
CHAPTER V CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
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- 5.1 Conclusions
CHAPTER VCONCLUSION, IMPLICATIONS AND RECOMMENDATIONSThis chapter of the study encompasses the researcher's conclusions, implications, and recommendations derived from the scrutiny of the research outcomes. This chapter presents the researcher's interpretation and significance of the analysis results, as well as crucial information that can be inferred from the research findings. 5.1 ConclusionsThe study concludes that impact of disruptive technologies on the learning environment and teaching strategies for mechanical engineering skill training is significant. Digital systems and apparatus are essential for providing hands-on training and bridging the divide between theoretical and practical knowledge. However, the current lack of digital tools and inadequate infrastructure impedes the integration of disruptive technologies into the learning environment. It is also concluded that engineering industry is affected by the implementation of disruptive technology skill training. Modern digital tools and technologies, such as CAD, CAM, and AI-based systems, are expected of graduates by the industry. However, there is a disparity between the skills acquired through conventional training methods and those required by the industry. Aligning skill training with industry requirements requires collaboration between educational institutions and industry, as well as the provision of sufficient resources. The study concludes that in order to address the industry's skills deficit, mechanical engineering graduates must acquire digital technology knowledge and skills. Focus group results emphasise the demand for training in machine learning, CAD, CAM, and other industry-relevant advanced technologies. Graduates should have hands-on experience and proficiency with industry-standard digital tools to increase their employability and contribution to the engineering industry. Finally, acceptance and utilisation of disruptive technologies in mechanical engineering education as perceived by instructors varies. Others exhibit reluctance and resistance to change, whereas some lecturers exhibit enthusiasm and acknowledge the benefits of digital technology. Inadequate knowledge and skills, restricted access to training opportunities, and inadequate infrastructure are obstacles lecturers must overcome in order to effectively integrate disruptive technologies into their teaching strategies. Therefore, comprehensive training programmes and support are necessary to improve the proficiency of lecturers in using digital tools and technologies. Download 2.1 Mb. Share with your friends:
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