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The present study speculated that the insufficient technical knowledge of the field and underdeveloped technical skills result in evasion of technology use and innovation in education.
The results indicate a degree of conflict among staff regarding the role of Technical education, coupled with limited recognition for Technical subjects among employers.
These initiatives illustrate the feasibility and great potential of DE activities for introducing non-technical issues in engineering education.
Using the case of computer aided design (CAD), I argue that by combining the sociopolitical knowledge of STS with technical knowledge we can finally and forcefully bring an end to technical education.
For realistic unitary costs of providing technical and vocational education and training, the evidence suggests technical education is a cost-effective modality.
The enablers would help policy makers to improve and develop the curriculum of the technical education and the identifying barriers would help the decision maker to improve upon those variables. Findings – The major findings of this study are to prioritize the strategic parameters in reducing the risks associated with technical education.
Thirdly, there is some evidence, consistent with the existing literature, that levels of technical skills at the end of compulsory education matter.

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What are some of the challenges facing engineering education today?5 answersEngineering education today faces several challenges. The COVID-19 pandemic has led to a shift towards virtual and distance education, causing difficulties in practical skill acquisition and low motivation among teachers and students during the transition back to in-person attendance. Additionally, there is a need for more active and competency-based teaching to improve the employability of graduates, but this faces barriers such as a lack of understanding and acceptance of necessary changes, learning new techniques and tools, and unsuitable organizational structures. Another challenge is the increasing interdisciplinarity of engineering knowledge, requiring pedagogical integration to develop engineers with multidimensional skills and the ability to work in interdisciplinary teams. The COVID-19 pandemic has also highlighted the challenge of teaching students to work with real hardware that may not be available at home, but the implementation of a Digital Twin concept for industrial equipment can help overcome this challenge.
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What are the challenges faced by vocational education?3 answersVocational education faces several challenges. These include issues with students' motivation and uncertainty about personal life choices and career planning, leading to a gap between learning and personal development. There is also a lack of relevance of graduates' competence with industrial needs, low absorption of graduates by the industry, and a discrepancy between skill competencies programs and industry needs. Additionally, there is a lack of understanding of the vision, mission, and objectives of vocational education among industry practitioners, as well as gaps in learning infrastructure that do not meet industrial needs. Furthermore, there is a need for career standardization structure development in the industry and an unfavorable academic climate in vocational education. These challenges can be addressed by implementing strategies to enhance students' motivation, increase financial support, provide professional development opportunities for teachers, revamp the reward system, and align the curriculum with competition requirements.
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