Work

CHAPTER 13: 4IR Technological Knowledge and Skills Required by Technical Engineering Lectures for the Effective Curriculum Reconstruction of TVET Engineering Programmes

Year: 2022

Type: article

Abstract: The Fourth Industrial Revolution (4IR) confirms that emerging and quickly evolving technologies are progressively driving the transformation and advancement of all industries and society. It is critical for technical engineering lecturers to keep up with the latest trends and technological advancements within their fields of specialisation, in order to effectively contribute to the development of a technologically literate society, and to share in the advancements brought about by advancing technologies of the early twenty-first century. The TPACK model of Koehler and Mishra is used to examine technical engineering lecturers’ pedagogical practices as a complex interplay of their technological knowledge, technological content knowledge, and technological pedagogical knowledge. This chapter examines the empirical findings of a national survey that collected data from N=577 technical engineering lecturers on n=52 campuses of n=24 South African TVET Colleges that offer TVET Engineering study programmes. The purpose of the survey was to profile TVET Engineering Study lecturers’ knowledge and pedagogical practices within engineering programmes across the Republic. A sub-section of the survey specifically probed into participants’ awareness and understanding of discipline-specific technological advancements and digital educational enterprises, as well as the potential impact of these on technical teaching. Empirical findings show that 52.3% (n=302) of the participating technical engineering lecturers are unaware of any technological advancements within their area of specialisation, and that they do not know what the potential impact of technological advancements might be on future technical training, following the current reconstruction of the curriculum. This chapter examines the possible implications of these findings for technical engineering curriculum renewal, considering that these lecturers, who are also the key role-players in the current curriculum implementation and evaluation stages, demonstrate limited awareness of technological advancements needed to effectively partake in the 4IR era. The underlying tension between these systems is revealed when Engeström’s Cultural Historical Activity Theory (CHAT model) is applied to the activity systems involved. Accordingly, recommendations are made for the professional development of well-trained technical engineering lecturers, harnessed with cutting-edge 4IR technological knowledge and skills required for the current reconstruction of the TVET Technical Engineering curriculum.

Source: Axiom Academic Publishers.

DOI: 10.62869/001c.122448

Authors: Christo J. Els, Nixon J.P. Teis, Benjamin Seleke

Institutions: North-West University, University of the Free State

Language: English

Topic: Vocational Education and Training

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Industry, innovation and infrastructure

Open Access status: hybrid

Funders: European Commission, Department of Higher Education and Training