Keeping Pace with 21st Century Skills: The Role of Computer-Aided Design in Teaching Engineering Graphics and Design
Keywords:
computer-aided design (CAD); Engineering Graphics and Design (EGD); 21st-century skills; teacher readiness; TPACKAbstract
In the era of the Fourth Industrial Revolution, the cultivation of 21st-century skills, such as creativity, critical thinking, collaboration, and digital literacy, has become increasingly important in technical education. This study examined the role of computer-aided design (CAD) in enhancing the teaching and learning of Engineering Graphics and Design in South African schools. It addresses the gap in knowledge about teachers’ technological readiness and pedagogical integration by exploring their attitudes toward CAD use and its potential to develop essential learner competencies. Guided by an interpretivist paradigm, the study employed a qualitative systematic synthesis of 10 peer-reviewed articles published between 2020 and 2025, retrieved from SCOPUS, Google Scholar, and Web of Science. Using the PRISMA 2020 framework and the integrated TPACK–P21 framework, Boolean search strings related to “AutoCAD”, “engineering graphics and design”, and “21st-century skills” were applied. Thematic analysis revealed that teachers acknowledge CAD’s value in improving students’ spatial visualisation and fostering innovation, but widespread adoption is hindered by challenges such as limited access to technology, expensive software licences, and inadequate professional development. The study recommends targeted teacher training, curriculum updates, and sustainable resource allocation to support CAD integration in Engineering Graphics and Design instruction. By linking traditional drawing techniques with digital pedagogies, this research contributes to technology-integrated education and provides practical insights for advancing digital teaching strategies. Its findings extend beyond South Africa, offering globally relevant recommendations for aligning technical education with the demands of a rapidly evolving, technology-driven world.
https://doi.org/10.26803/ijlter.24.12.24
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