Design Thinking as the Answer to the Question of Relevance in Engineering Education in Africa
Kehdinga George Fomunyam
Dr. Kehdinga George Fomunyam, Mangosuthu University of Technology, Durban, South Africa.
Manuscript received on November 04, 2020. | Revised Manuscript received on November 12, 2020. | Manuscript published on December 10, 2021. | PP: 49-56 | Volume-10 Issue-2, December 2020 | Retrieval Number: 100.1/ijitee.B82131210220| DOI: 10.35940/ijitee.B8213.1210220
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Relevance occur in various forms and across various disciplines. More often, it is a property of applicability. Changes in information, conduct, context, processes are occurring at a fast pace compared to time past which begs the question if engineering education is relevant and applicable to proffer solution that suits these changes. This research therefore seeks to conceptualize design thinking as the answer to the question of relevance in engineering education in Africa. Findings from the study revealed that the question of relevance is somewhat puzzling and none has been able to give an in-depth exegesis of the concept. The design thinking concept is a complex cognitive process and in engineering parlance, it is a systematic, intelligent process which is used by designers to generate, evaluate and delineate concepts which will be applicable for devices, systems and processes whose form and function must be to satisfy users objectives or needs while satisfying specific constraints. The study recommended that effort be intensified on engineering education to ensure relevance and proffer solution to socio-economic disorders in Africa.
Keywords: Design thinking, Engineering education, Engineering, Relevance, Africa.
Scope of the Article: Smart Learning and Innovative Education Systems