1.0 Introduction
1.1 Background of Study
The emergence of new technologies in the automotive industry has drastically changed the way vehicles are designed, maintained, and repaired. Innovations such as electric vehicles (EVs), hybrid powertrains, autonomous driving systems, and advanced diagnostic tools are shaping the future of the automotive sector. As a result, technical colleges in Nigeria are increasingly faced with the challenge of equipping their students with the skills necessary to meet these technological advancements. The effective teaching of these emerging automotive technologies requires that automobile instructors possess up-to-date knowledge and expertise.
Research has shown that the current curriculum and teacher training programs in many Nigerian technical colleges do not always align with the fast-evolving demands of the automotive industry (Ige & Ilemobade, 2021). Inadequate professional development opportunities for teachers, coupled with limited access to modern teaching resources and equipment, further exacerbate the problem. The shortage of qualified and well-trained automobile teachers poses a significant barrier to the effective integration of emerging technologies into the technical education system.
The rapid advancement of emerging technologies has significantly impacted various industries, including the automotive sector. As a result, there is a growing need for educators, particularly those in technical colleges, to possess specialized skills to effectively teach these technologies. In Nigeria, technical colleges, such as those in Benue State, are tasked with equipping students with the necessary knowledge and hands-on skills to meet industry demands. However, the evolving nature of automotive technologies, including electric vehicles, autonomous driving systems, and advanced diagnostic tools, requires that automobile teachers continually update their skill sets.
In the context of automobile education according to Oni & Olayemi (2020), Nigerian technical colleges, including those in Benue State, have traditionally focused on teaching fundamental vehicle repair and maintenance skills. However, with the rapid advancements in automotive technology such as the advent of electric vehicles (EVs), hybrid systems, autonomous vehicles, and advanced diagnostic tools there has been a significant shift in the skills required by automobile technicians. In response to this, Nigerian technical institutions, including those in Benue State, began adapting their curricula to incorporate emerging technologies (Oni & Olayemi, 2020).
Research indicates that technical teachers in Nigeria often face challenges in keeping up with the latest automotive advancements, which may hinder their ability to deliver quality education in these emerging fields (Adesina & Daramola, 2020). The skills required to teach emerging automotive technologies go beyond basic vehicle maintenance and repair; they also encompass an understanding of cutting-edge technologies and the integration of these technologies into modern vehicles. Moreover, effective teaching of such technologies requires familiarity with both theoretical knowledge and practical application, which calls for ongoing professional development and training for automobile educators.
In Benue State, technical colleges serve as pivotal institutions for training individuals who aspire to become skilled automobile technicians. However, the rapid pace of technological change in the automotive field often outpaces the ability of teachers to acquire the requisite skills to teach these emerging technologies effectively (Akinmoladun & Akinwunmi, 2019). Teachers who are not proficient in these modern advancements may struggle to adequately prepare their students for careers in an industry that is heavily reliant on cutting-edge technology. Therefore, it becomes imperative to explore the specific skills and competencies that automobile instructors in Benue State need to teach these emerging technologies.
1.2 Statement of Problems
Investigation revealed that the rapid advancement of automotive technologies presents significant challenges for technical colleges in Nigeria, especially in Benue State, where there is an increasing demand for educators to be proficient in emerging technologies. However, there is a gap between the skills required to teach these technologies and the skills currently possessed by automobile teachers. Many educators in the state's technical colleges are still teaching outdated content, which hinders students' ability to engage with the latest developments in the automotive industry.
Furthermore, the curriculum in many technical colleges is not fully aligned with the evolving needs of the automotive sector. As a result, students often graduate without the necessary skills to work with modern automotive technologies. Additionally, there is a shortage of qualified teachers who possess the expertise to teach such technologies effectively, further exacerbating the situation. It is against the backdrop that this study seeks to address these problems by identifying the gaps in current teaching practices and exploring potential solutions to address these challenges.
1.3 Aim and Objectives of Study
The aim of the study is to explore the skills needed by automobile teachers in technical colleges in Benue State. The objectives of this study are as follows:
- To identify the emerging automotive technologies that automobile teachers in Benue State need to be proficient in for effective teaching.
- To assess the current skills and competencies of automobile teachers in technical colleges in Benue State concerning these emerging technologies.
- To determine the gaps in knowledge and skills among automobile teachers in Benue State regarding the integration of emerging automotive technologies into the curriculum.
- To examine the availability of professional development opportunities for automobile teachers to acquire the necessary skills to teach these emerging technologies.
- To recommend strategies for improving the skills of automobile teachers in Benue State to ensure they can adequately teach emerging automotive technologies and enhance the quality of technical education in the state.
1.4 Research Questions
The following research questions will guide the study on the skills needed by automobile teachers teaching emerging technologies in technical colleges in Benue State:
- What are the emerging automotive technologies that automobile teachers in Benue State need to be proficient in to effectively teach their students?
- How can the current skills and competencies of automobile teachers in Benue State be assessed regarding their ability to teach emerging automotive technologies?
- What knowledge and skills gaps exist among automobile teachers in Benue State in relation to teaching emerging automotive technologies?
- What professional development opportunities are available for automobile teachers in Benue State to update and enhance their knowledge of emerging automotive technologies?
- What strategies can be designed to improve the teaching capabilities of automobile teachers in Benue State, particularly in the integration of emerging automotive technologies into their curriculum?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant difference in the effectiveness of teaching emerging automotive technologies between automobile teachers in Benue State who are proficient and those who are not proficient in these technologies.
- H02: Automobile teachers in Benue State who are proficient in emerging automotive technologies are more likely to effectively teach and integrate these technologies into their curriculum compared to those with limited proficiency.
1.6 Significance of Study
The outcome of this research will inform policymakers and educational administrators about the gaps in teachers' knowledge and the critical areas where interventions are necessary. Also, the findings of this research will be significant for curriculum developers, as it will guide them in designing relevant and up-to-date educational content that aligns with the latest technological advancements in the automotive sector.
Furthermore, the study will contribute to the broader understanding of how technical education can adapt to the rapid pace of technological change. It will serve as a resource for future research on the professional development of educators in technical fields, helping to ensure that they are not only knowledgeable but also capable of teaching emerging technologies effectively.
1.7 Scope of the Study
The scope of this study is focused on the skills needs of automobile teachers teaching emerging technologies in technical colleges within Benue State, Nigeria. The study will specifically examine the skills required by teachers to effectively integrate and teach the latest automotive technologies that are shaping the industry. It will focus on the teachers working in government-owned and private technical colleges across Benue State, Nigeria, that offer automobile and automotive-related courses.
1.8 Limitations of the Study
The limitations of this study were primarily related to the availability of resources, financial and time constraints.
- Financial Constraints: The budget allocated for the research was insufficient to support extensive fieldwork, which limited the number of technical colleges that were included in the study. Additionally, limited funds meant that certain resources, such as technology and access to external experts, were not available, impacting the scope of the research.
- Time Constraints: The limited time available for data collection and analysis meant that some aspects of the research had to be abbreviated, which potentially affected the thoroughness and comprehensiveness of the study.
1.9 Definition of Terms
Skills:
Skills refer to the abilities, knowledge, and expertise that automobile teachers require to effectively teach emerging technologies in the automotive field. These skills are typically developed through education, experience, and continuous professional development (Liu & Doolen, 2015). In the context of this study, skills encompass both technical and pedagogical capabilities that enable teachers to effectively engage with modern automotive technologies.
Emerging Technologies:
Emerging technologies are new, innovative tools, processes, or techniques that are significantly changing the way the automotive industry operates. These technologies include electric vehicles, autonomous driving systems, electric propulsion systems, and advanced diagnostics tools, among others. The introduction of these technologies requires educators to keep pace with advancements to ensure they impart relevant knowledge to students (Batterham, 2019).
Automobile Teachers:
Automobile teachers are educators who specialize in teaching automotive courses, focusing on vehicle maintenance, repair, and the technologies involved in the automotive industry. These teachers play a vital role in shaping the skills of students, ensuring they are prepared for careers in the automobile industry (Sule & Adebayo, 2020). In the context of this study, automobile teachers are those responsible for educating students in technical colleges in Benue State.
…
