Abstract
Academia and professionals’ attention has been drawn towards redefining theory of engineering for relevance in the 21st century. This has become an imperative as it has brought changes in engineering courses, and yet engineering curriculum have not been modified to accommodate these changes. With increased intellectual demand for ground-breaking engineering performance in Africa, African engineering institutions are still lagging behind as they are yet to meet up with the 21st century needs; hence the crux of this paper. This paper was guided by Jean Piaget’s constructivism learning theory, focusing on individual’s understanding and knowledge, rooted on one’s experience erstwhile to learning setting. This paper takes a broad look at the overall investigation of redefining the theory of engineering for relevance in 21st century in Africa. The specific objectives explore the principles of theory of engineering as well as its applicability and to examine how theory of engineering can be improved for contextual relevance, as well as its implications for 21st centuryengineering curriculum. Thus, to address this gaps, recommendations on redefinition and relevance of theory of engineering pertaining to curriculum revision and providing adequate staff development for engineering educators with intellectual capacityand skill improvement were recommended.
Highlights
Theory of Engineering in the 21st century remain central in promoting engineering practices, which stimulate nation’s economic growth and development globally
This paper attempts to show that 21st century has a groundbreaking global perspective on engineering education (EE) and engineering industries, as this is key in redefining theory of engineering for relevance in EE in Africa
A new paradigm for redefining theory of engineering for its relevance is crucial in achieving the new Sustainable Development Goals (SDGs) targets allied with EE impacts, which will strongly influence development and growth practices in Africa in the 21st century
Summary
Theory of Engineering in the 21st century remain central in promoting engineering practices, which stimulate nation’s economic growth and development globally. This paper presents a systematic review methodology by exploring redefining the theory of Engineering for relevance in the 21st century in Africa. There were 33 articles reviewed representing a wide variety of analytical research papers Of those 33 articles, only 28 clearly identified the redefining of theory of engineering for relevance in Africa in 21st century in engineering education were used. After the articles were analyzed, the principal investigator developed a representative sampling frame in which the articles were used to outlined the research questions These representative examples were not taken verbatim, but rather synthesized to illustrate how analytical research in EE can reframe to redefine major themes in theory of engineering research questions, as indicated by Bornasalet al.
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