Dissertation
Challenges in utilizing digital technology for student training
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Challenges in utilizing digital technology for student trainingThe findings of the focus group discussion disclose a number of obstacles to the effective use of digital technology in mechanical engineering student training. These obstacles emphasise the significance of educators' and institutions' adaptation and support. A promotion framework that emphasises the production and dissemination of scholarly articles (LCCTU1, LCCTU4, LHTU4) is cited as a contributing factor to instructors' lack of motivation to engage in industrial training and improve their competencies. As evidenced by LCCTU1, LCCTU4, LHTU4, and LHTU5, this circumstance results in an instructor shortage and a preference for traditional pedagogical methods. The lack of digital technology knowledge among educators, coupled with the absence of required instruction in this area, exacerbates the problem (LCCTU2, LHTU1). In addition, the absence of a formal agreement in the form of a memorandum of understanding (MOU) between academic institutions and industries is a barrier (LCCTU2). Certain duties still necessitate the use of conventional techniques (LCCTU3, LHTU5), making the incorporation of modern digital tools a challenge in the transition from conventional techniques. The use of digital equipment in the classroom may present unique challenges, such as internet connectivity problems, power disruptions, and resistance from senior educators (LCCTU3, LHTU5, LTTU1, LTTU2). The disparity between industrial technologies and educational institution technologies presents a significant obstacle (LHTU3, LTTU3, LTTU4, LTTU5). Students' educational development is hindered by restricted access to technological resources, such as computer numerical control (CNC) machines, computer-aided design (CAD) and computer-aided manufacturing (CAM) software, artificial intelligence (AI)-based technologies, and diagnostic equipment (LTTU3, LTTU4, LTTU5). The primary obstacles associated with utilising digital technology for student education include insufficient instructor motivation and preparation, limited availability of digital resources and tools, difficulties in integrating conventional and digital approaches, and the gap between industrial and educational technologies. Cooperation between institutions and industries, mandatory industrial training for academics, and investments in digital infrastructure are essential for addressing these challenges. These findings are consistent with prior research that emphasises the significance of collaboration between academia and industry (Huggins et al., 2020; Rossoni et al., 2023), the need for instructor training in digital technologies (Rybnicek & Königsgruber, 2019a), and the difficulties of integrating traditional and digital approaches in engineering education (Hadgraft & Kolmos, 2020; Juravleva et al., 2020). Taking on these obstacles will help close the skills gap and better prepare engineering students for the industry's swiftly changing demands. Download 2.1 Mb. Share with your friends:
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