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| dc.contributor.author | Kiravu, Cheddi | |
| dc.contributor.author | Mushininga, Masodzi | |
| dc.date.accessioned | 2025-11-25T09:49:43Z | |
| dc.date.available | 2025-11-25T09:49:43Z | |
| dc.date.issued | 2024-09 | |
| dc.identifier.citation | Kiravu, C. and Mushininga, M. (2024) Engineering pedagogy and productivity leveraging AI. In Ravi, S., Kassaye, A.A., Obadele, B.A., Kholoma, E., Oladiran, M.T. (ed.) Proceedings of the International Conference on Engineering Education and Management (IC2EM’24), 23–25 September 2024, Palapye, International University of Science and Technology, 296-312 | en_US |
| dc.identifier.uri | https://repository.biust.ac.bw/handle/123456789/712 | |
| dc.description | Proceedings of the International Conference on Engineering Education and Management (IC2EM’24), 23–25 September 2024, Palapye, International University of Science and Technology, | en_US |
| dc.description.abstract | With the emergence of AI and its proliferation in different applications, the thought of its adoption for use in formal engineering education is daunting to some, a welcome development to others and an obvious concern to many educational practitioners. The purpose of this paper is to demystify the fears, dispel doubts and view AI as a mighty teaching cum learning tool. The paper therefore introduces AI as a tool for aiding good engineering teaching and learning while enhancing the productivity and collaborative research capacity of the learner. The methodology adopted is a desk review of the progressive use of digital technologies in engineering education. Such digital technologies have been shown to enhance students ’concept formation and retention, provide learner-content interactivity, boost the motivation and engage the learner with practical hands-on skills. A review of the development of digital teaching aids therefore provides a backdrop for appreciating the unparalleled, superior and sought-for attributes that AI brings along to engineering education. The paper uses an example framework to demonstrate the organisational changes needed to simplify programming and man- age personal study notes and knowledge. The example further demonstrate learning and research productivity. Findings substantiate the imminence of AI in engineering education and provide practitioners an early warning for adaptation to the technology. Adapting the engineering curriculum in turn implies some structural reorganisation of the engineering education process. Such a reorganisation will entail a re-think of both the design as well as the delivery of engineering Programmes. The paper reflects on these implications and suggests a few interventions based on collaboration. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Botswana International University of Science and Technology (BIUST) | en_US |
| dc.subject | Engineering Pedagogy | en_US |
| dc.subject | AI | en_US |
| dc.subject | 4iR Skills | en_US |
| dc.subject | Research | en_US |
| dc.subject | Knowledge Management | en_US |
| dc.subject | Productivity | en_US |
| dc.subject | Collaboration | en_US |
| dc.title | Engineering pedagogy and productivity leveraging AI | en_US |
| dc.description.level | phd | en_US |
| dc.description.accessibility | unrestricted | en_US |
| dc.description.department | cis | en_US |
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International Conference on Engineering Education and Management (ICEM'24)
The objective of the conference is to bring together professionals, academics, regulators, researchers, educators, managers, industrial collaborators, and policy makers engaged in the provision and management of quality engineering education to share their experiences and research outcomes on all aspects of Engineering Education