https://orcid.org/0000-0002-4115-6584
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This study investigates the question of how Engineering education in the Nordic region responds to the challenge of educating future engineers who are ready for professional practice in a digital world. Particular interest is put on identifying who is responsible for the implementation of digital knowledge and what and how subject content is addressed. Our study draws on Bernstein’s pedagogical device model (Bernstein, B. 2002. “Editorial: Basil Bernstein’s Theory of Social Class, Educational Codes and Social Control.” British Journal of Sociology of Education 23 (4): 525–526). The study focuses on the questions of if/how digital transformation leads to change of engineering education content and/or pedagogical approaches. Narratives of 20 university teachers have been collected and analysed. Findings reveal three areas of consideration; there is a connection between how digital knowledge is valued and how the subject is introduced in engineering education, differences in digital knowledge can be linked to the generation gap and, universities are seldom seen as the driving force for digital innovation. It is concluded that education must reflect on the purpose for which digitalisation takes place, continuous training targeting digital transformation should be offered to senior teachers and, universities need to provide increased focus and dedicated time for educational development.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Lena Gumaelius
Lena Gumaelius holds the position of associate professor at KTH, the Royal Institute of Technology, with a focus on outreach and attractiveness in technology. Her research journey has been diverse, initially rooted in Biotechnology, where she earned her PhD. During her tenure as the head of the Department of Learning in Engineering Sciences, she transitioned her focus towards technology and engineering education. Presently, Lena's central passion lies in education for sustainable development, and she currently leads the Global Development Hub situated at KTH.
Inga-Britt Skogh
Inga-Britt Skogh is a Professor in Technology Education at Strömstad Academy (Nordic institute for advanced studies). She retired from a position as researcher and Professor in Technology Education at the Royal Institute of Technology (KTH) in 2019. Her research is characterised by a pedagogical/philosophical interest. The starting point is often the student's perspective; students' motivation and reasons behind the presence/lack of interest and confidence in technology. Attitudes towards technology and assessment of technical knowledge/skills are other research interests.
Ásrún Matthíasdóttir
Ásrún Matthíasdóttir is an Assistant Professor at of School of Social Sciences at Reykjavik University (RU) since 2001. She had an PhD in pedagogy from University of Iceland, MA in Distance and Open Education, Open University UK, School Counselling degree at University of Iceland and BSc. in Computer Science at University of Iceland. She has a long experience of research, main area is the use of new media in education, quality and equality in education. She has also a long experience of European and Nordic projects.
Panagiotis Pantzos
Panagiotis Pantzos is a PhD student in Learning in Engineering Sciences at Royal Institute of Technology (KTH) in Sweden. He holds a MSc in International and Comparative Education from the Stockholm University as well as an MEd in Educational Sciences-Education by using New Technologies from the University of the Aegean. He has taught both undergraduate and postgraduate programmes in areas of teaching and learning in higher Engineering Education.