Understanding the experiences of academic staff in fostering engineering students' digital capabilities: a case study using Activity Theory.

Abstract

This case study investigates academics’ experiences when developing engineering students’ digital capabilities within the context of workload intensification at a UK research-intensive university. Using Activity Theory as a theoretical framework, semi-structured interviews with six academics explored their teaching practices and the systemic tensions they encounter. Analysis identified secondary contradictions between available Tools (such as rubrics and’ hardware) and the Object of producing digitally capable graduates, exacerbated by time constraints from the Division of Labour. Quaternary contradictions emerged between academics’ and management’s activity systems regarding guidance provision, resource allocation, and balancing personalisation against massification pressures. Key findings reveal that academics recognise digital capabilities’ importance for employability but struggle with implicit skill expectations, inadequate assessment criteria for technical competencies, and insufficient time for curriculum redesign. Unexpectedly, academics sought clearer guidance rather than autonomy. This research illuminates barriers to integrating discipline-specific digital competencies–including computer-aided design proficiency and computational methods–into engineering curricula.

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