Utilization and Impact of Online Learning in Facilitating Engineering Graphics and Design and How the Integration of Technology Has Improved Students' Design Skills
Jul 2026· Teacher Education and Curriculum Studies· Vol 11, pp. 114-119· 0 citations· 3 references
TL;DR
The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool and recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.
Abstract
This research explores the integration of technology-enhanced approaches in the teaching and learning of Engineering Graphics and Design (EGD), with a particular focus on the technical drawing skills learners develop through digital instruction. The study examines how emerging technologies have transformed educational practices by improving learner engagement, visualization, and the acquisition of practical drawing competencies. It further highlights the importance of equipping educators with the knowledge and skills required to effectively integrate technology into classroom instruction. The research is underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework, which provides a foundation for understanding the relationship between technology, pedagogy, and subject content in 21st-century education. In addition, the conceptual framework considers issues of technological inclusivity across both public and private schools, particularly during the COVID-19 lockdown in 2020, when digital learning became essential. The study draws on literature relating to Information and Communication Technology (ICT) affordances, the TPACK framework, the ADDIE instructional design model, and EGD pedagogy to demonstrate the need for South African schools to transition towards digitally enabled learning environments. The findings indicate that limited computer literacy among teachers, inadequate technological competence, and insufficient subject knowledge significantly impede the development of learners' spatial reasoning, graphical communication, and visualization skills in Grade 10 EGD. The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool. It recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.
It is concluded that technology has become an indispensable component of modern education, however, maximizing its benefits requires collaborative efforts among governments, educational institutions, teachers, students, and policymakers to ensure equitable access, effective integration, and sustainable educational development in the digital era.
Muhammad Arif Arifin, Chairil Lizaman, Kurnia Febianti· Jurnal inovasi pendidikan· 0 citations
Innovative Digital Learning Environments are essential for improving the quality of education in the digital age and enhance engagement, flexibility, and learning outcomes while supporting the development of 21st-century skills.
Vilaythieng Sisouvong, Khamsavay Pasanchay, Sypaphay Pantayanon· Journal of Education and Lea...· 0 citations
It was revealed that technology integration has a moderate yet meaningful impact on proficiency, indicating that technology-supported strategies can increase understanding, performance, and skill acquisition if embedded with appropriate pedagogic approaches.
Alexander Paul M. Antoy· International Journal For Mu...· 0 citations
The rapid growth of digital technologies has significantly transformed teaching practices across various disciplines, including the humanities. Traditional humanities education has largely relied on lecture-based methods, printed materials, and passive learning. However, the integration of digital tools such as learning management systems, multimedia resources, virtual classrooms, digital archives, and artificial intelligence–based platforms has created new opportunities for interactive and engaging learning. These technologies help present historical, cultural, philosophical, and literary content through immersive methods that enhance student understanding and participation. This study examines the role of technology in humanities education by analyzing digital pedagogies and teaching practices in higher education institutions. A survey-based research design involving educators and students was used to evaluate the effectiveness of digital tools in humanities classrooms, supported by a comprehensive literature review. The findings show that technology integration improves student engagement, collaboration, and access to diverse learning resources. However, challenges such as limited digital infrastructure, lack of teacher training, and concerns about overdependence on technology remain. The study highlights the need for balanced and pedagogically informed integration of digital technologies. It recommends teacher training, institutional support, and strategic implementation to effectively enhance humanities education while preserving its critical and interpretive nature.
Chen Ming, Wang Li· International Journal of Inn...· 0 citations
This paper seeks to investigate the use of digital learning technologies in fostering interactive learning among education postgraduate students and in-service teachers at Ajman University, UAE. Using a descriptive-analytical approach, data were collected through a survey of 156 participants who were enrolled in the postgraduate diploma in education at Ajman University for the year 2025/2026. The findings suggest that participants reported high levels of digital learning technologies incorporation in learning and generally perceived them as having a positive effect on their learning experiences in the area of interactive learning. Most participants showed interest in reading and writing assignments on electronic devices and used interactive learning technologies, as well as audios and visuals. Participants also reported a perceived positive influence of digital learning technologies on interaction, motivation, and concentration and engagement in the process of learning. However, a number of challenges were identified, including technological, administrative, and instructional barriers that may affect the use of digital learning technologies negatively. The study contributes both theoretically and practically to the growing conversation around educational innovation, offering grounded recommendations for institutions seeking to integrate digital learning technologies more effectively into higher education learning environments.
M. Eltahir, Elham I. Yahia, N. A. Osman et al.· Frontiers in Education· 0 citations
This study focused on the integration of education, technology, and inclusion in pedagogical practices, considering their contribution to the development of more accessible and participatory learning environments. The research sought to answer how this integration strengthens teaching and promotes learning for all students. The objective was to analyze the scientific evidence regarding this relationship. The theoretical framework was based on studies addressing educational technologies, digital competencies, active learning methodologies, and inclusive education. An integrative literature review was conducted using national and international scientific databases, with studies selected and analyzed according to previously established criteria. The findings showed that the integration of technologies, teacher education, pedagogical planning, and accessibility expands opportunities for participation and learning. It is concluded that the purposeful use of technology, combined with inclusive practices, enhances the quality of education, contributes to teachers’ professional development, and provides support for improving educational policies.
Ednalva Menezes da Rocha, V. D. S. C. Coelho, Aline Castro Mesquita et al.· Revista de Estudos Interdisc...· 0 citations
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