The Imperative of Lifelong Learning for African Engineers

Research Paper Recommended citation: Agholor, D. I., & Dagit, S. G. (2025). The Imperative of Lifelong Learning for African Engineers. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631882. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. THE IMPERATIVE OF LIFELONG LEARNING FOR AFRICAN ENGINEERS. DI Agholora,1, SG Dagit b, a Pan-Atlantic University, Lagos, Nigeria, 0000-0002-4500-2961 b Pan-Atlantic University, Lagos, Nigeria, 0009-0007-1590-9267 Conference Key Areas: Continuing education and life-long learning in engineering, Open and online education for engineers Keywords: Lifelong learning, Continuous Learning, African Engineers, Education and Professional Development ABSTRACT A sturdy foundation for lifelong learning is necessary due to the rapid pace of technological innovation and the evolving needs of the engineering profession. Many engineers in Africa grapple with several challenges with regards to continuous learning, such as lack of financial support. A literature review was employed in developing this paper, leveraging databases such as Google Scholar & EBSCOhost, including articles from Engineering Journals. This study emphasised the significance of lifelong learning for engineers in sub-Saharan Africa. It further stressed the importance of problem-based learning, self-directed learning, and combining formal and informal education leveraging online courses, workshops, and professional conferences. It concluded that in addition to the already acquired skills from higher institutions of learning, continuous learning offers African engineers better opportunities to meet industrial demands. Hence, relevant stakeholders need to collaborate in fostering lifelong learning among engineers in the region. 1 DI Agholor [email protected] 1 INTRODUCTION The imperative of continuing learning is increasingly evident due to the intricate challenges confronting engineers today, such as societal expectations, technological upheaval, and climate change (Axelithioti et al, 2023). Continuing education is crucial for African engineers seeking to maintain their influence and relevance in society (Naimpally, Ramachandran & Smith, 2011). Mneimneh and Ramakrishna (2023) assert that, notwithstanding the surge in technical progress, the engineering profession stays dynamic. Thus, highlighting the importance of ongoing knowledge and skill development to meet industrial expectations (Mustafa & Lleshi, 2024). Al Masoud, Naoumov and Kirstukas (2013) believe that professionals who embrace ongoing education are better positioned to develop their technical competency, critical thinking skills, and inventiveness for creative problem-solving. Moreover, the fact that today’s engineering problems are multidisciplinary highlights the importance of teamwork. Similarly, Rawa (2024) argues that engineers should stay current on emerging technologies such as artificial intelligence to improve their problem-solving skills and keep a competitive edge in the job market. Furthermore, Froehle et al. (2024) noted that engineers who work with experts from other fields, including environmental science, economics, or social sciences, usually provide solutions that address complicated issues. Together, African engineers and professionals from other fields need to welcome diverse viewpoints, broaden their areas of expertise, and promote results-driven innovation through lifelong learning. Also, it is interesting to note that the advantages of lifelong learning extend beyond personal development, as engineers who actively pursue continuing education significantly improve their career progression and employment security (Mustafa & Lleshi, 2024). More importantly, professionals who pursue lifelong learning report feeling more empowered to innovate and make meaningful contributions to their industry, which leads to employment contentment (Mustafa & Lleshi, 2024). Given the amount of existing literature highlighting the value of continuous learning for organisational and professional advancement, this study seeks to answer the following questions to suggest solutions for encouraging continuous learning among African engineers: RQ1: What obstacles must African engineers overcome to put in place successful programmes for continuous learning? RQ2: What tactics are available for incorporating lifelong learning skills into engineering curricula in Africa? There is a rapid rise in technological advancement in industries today, and the needs of corporations are changing as well, which speaks volumes about the need for employees to pursue lifelong learning (Ying et al., 2023). Regretfully, many organisations within Africa still struggle to establish a culture that promotes continuous improvement (Rodrigues da Fonseca et al., 2019). This has probably led to Yusof et al. (2024) proposing looking at how aspects like work-life quality may inspire people to pursue professional development and ongoing education. Hence, the motivation behind this Paper. At this year’s SEFI Annual Conference, we as engineers need to critically examine the impact and potential benefit of promoting lifelong learning in our profession across other regions of the world particularly in Africa where the technologies such as artificial intelligence (AI), robotics, nanotechnology, 3D printing, blockchain, and digital healthcare are yet to be fully adopted. Also, this study draws our attention to not only improving technical proficiency but also developing reflective leaders who can confidently and creatively navigate the complexity of our environment. This should further guarantee that African engineers are prepared to handle existential issues while looking forward to new opportunities. Establishing an engineering ecosystem that values lifelong learning and skill development in Africa and other parts of the world is now a necessity. 2 . Literature Search/Selection A systematic review was employed in this study using the title to search for reviewed articles from 2010 to 2025 in Google Scholar, which produced 19,100 results (0.42 sec). Another search was carried out, changing the keyword Lifelong Learning to Continuous Learning. This resulted in 19,100 reviewed articles (0.05 sec). In EBSCOhost, while the title search produced no results, changing the word for African Engineers to Engineers yielded 1 result. Furthermore, other related articles were sourced from Naimpally et al (2012). The Google Scholar search produced 82 results (0.05 sec). Thereafter, the abstracts of the 83 reviewed articles were examined and 29 full texts were selected based on their relevance to the subject matter. Other available materials from journal articles such as the European Journal of Engineering Education, Global Journal of Engineering Education, including proceedings from SEFI conferences, provided insights into the issue of lifelong learning, specifically about the challenges bedevilling the continuous education of African engineers and how innovative learning methods can help address them. 3 RESULTS 3.1 Statistics and Trends in Continuing Education in Engineering. There are some cases of the impact of lifelong learning among engineering students and professionals in Europe and America. Based on a mixed-methods evaluation by Osterhus et al (2023), the Europe-wide challenge-based learning (CBL) initiative had positive impact on the participant’s social awareness and problem-solving skills. The authors identified continuous learning as one of the core elements of the programme. In addition, using both survey and econometric analysis, Volo et al (2019) argued for ongoing education in Europe as the right approach for knowledge and skill transfer among engineers and other professionals across different generations. Beyond developing a skilled workforce, they believed that it has measurable benefits for the region’s economy. Discussing global trends in university-based continuous learning and its application in the European Union, Chakrabarti et al (2017) highlighted how the International Association of Continuous Engineering Education (IACEE) is fostering collaborations between academia and industry. The study further emphasised the need for upskilling engineers and supporting their career transitions to enable them to stay adaptable and employable across Mexico, Australia, Norway and the USA. Furthermore, studies show that lifelong learning for engineers and other professionals is crucial in America’s technological advancement. For example, Johri (2022) in his digital ethnographies of two early-career software engineers in the United States illustrated how lifelong and lifewide learning can expedite expertise among engineers by affording them opportunities to gain new knowledge and skills beyond the classroom. Apparently, the shift to online learning environments has become essential for continuing education in this day and age due to their capacity to help engineers advance their knowledge and abilities despite all obstacles (Abumandour, 2022). According to the World Economic Forum’s Future of Jobs study, 44% of workers’ talents will change over the next half-decade; hence, this brings to the fore the need for continuous engineering education (Frontiers, 2024). It also argued that the primary barriers to pursuing engineering education are the effects of climate change, shifting skill requirements, and the underrepresentation of minorities in engineering. Furthermore, it recommended that curricula be modified to provide professionals with the skills they need to thrive in an increasingly digital world. Many organisations and professions have recently adapted this trend to conform to international standards (Frontiers, 2024). In a bid to address the issue of underrepresentation of minorities in engineering, Žnidaršič and Jereb (2011) opined that diversity, equity, and inclusion (DEI) received more attention in continuing engineering education programmes at many institutions, indicating that creating inclusive environments can improve the capacity for creativity and problem-solving within engineering teams. This can provide equal access to opportunities for professional growth for all engineers. Unfortunately, studies show gender disparity, environmental degradation, and corruption as some key factors affecting engineering education and, by implication, continuous learning among African engineers (Preece, 2014). Some scholars have argued that a major factor affecting engineering education is the emigration of established engineers to other countries, particularly Europe and America, in search of better opportunities. In fact, Mashiyane et al. (2024), citing Lawless’ survey report, posited that 40% of professional engineers in SubSaharan Africa strongly believed that the necessary skills required by graduates cannot be delivered through engineering education. This points to fundamental issues such as an inappropriate curriculum, lack of essential learning infrastructure, among other things. However, there have been suggestions for lifelong learning to be conceptualised within the African context (ubuntu) to reflect its value system and the need to merge academic knowledge, local wisdom, and experience through communityfocused learning (Hoppers & Yekhlef, 2012). This could be an area for further research. 3.2 The Landscape of Continuing Education in Africa As previously said, many industries now adapt to technological advances through sustained lifetime learning to maintain competitiveness and stimulate innovation (Žnidaršič & Jereb, 2011). Salama and Hinton (2023) assert that this change is evident in higher education institutions, where there is a growing need for accessible and flexible learning choices, especially during the COVID-19 pandemic. Until recently, most African countries were ignorant of incorporating technology in education. For instance, integrating prompt engineering, a facet of AI engineering, has experienced redundancy due to the rich tapestry of cultures, languages, and traditions (Murungu, 2024). Despite the UNESCO (2019) report showing an increase in the gross enrolment ratio in basic education across Sub-Saharan Africa from 58% in 1990 to 79% in 2018, discourses around lifelong learning appears scanty. Given recent advancements in technology, scholars believe that professionals, including African engineers, can now expand their knowledge and skills through continuous learning, online platforms while juggling work and home obligations (Teich, Loock & Rummel, 2024). Hoon (2018) noticed that the flexibility given by online courses allows individuals to increase their skills and knowledge at their own speed, which is particularly appealing to mature students and engineers who struggle with many commitments. More so, to satisfy learners’ different requirements, online education offers previously unavailable chances for professional development (Abedini, Abedin & Zowghi, 2021). Several experts, including engineers in subSaharan Africa, will improve their knowledge and abilities to satisfy market expectations if the proper environment is created. Hence, calling for collaboration amongst critical stakeholders. Despite their recognition of the value of continuing education, most African institutions usually face challenges in implementing these programmes, ranging from inadequate financing and outdated curriculum to inadequate infrastructure (Mashiyane et al, 2024). This lack of support may hinder workers’ ability to seek lifelong learning, which could ultimately impact their professional growth and job satisfaction. 3.3 Challenges African Engineers Face in Getting Continuing Education Opportunities i. Time Restraints: In a recent survey, 68% of participants found work-related responsibilities as the main reason limiting their engagement in continuing professional education (Liodaki & Karalis, 2024), while dealing with other personal commitments, such as household chores. ii. Financial Restrictions: Some African engineers may not be aware of employersponsored programmes or scholarships that may aid them in covering these costs. Often, financial constraints prevent them from obtaining proper education, which restricts their capacity to pursue lifelong learning (Liodaki & Karalis, 2024). iii. Lack of Institutional Support: Lack of information about educational programmes, as well as insufficient workplace support, can be significant barriers to engineers’ participation in continuing education (Liodaki & Karalis, 2024). As a result, communicating and motivating engineers will inspire a lot of them to engage in continual learning. iv. Opposition to Change: Anti-change cultures are still present in some educational institutions until date (Clark, 2019). This cultural inertia affects engineers’ employment of innovative techniques for learning and engagement (Shuman, 2016). Additionally, some academics observed that these engineers may become hesitant to embrace a novel concept due to their experience with conventional teaching techniques. This worry might be brought about by their inexperience with the new tools or their conviction that their present methods work well. v. Insufficient Representation in the Programme: Women and other minority groups in the professions are often alienated from participating in continuous education due to the prevalence of some cultural norms that prioritise the majority, especially in engineering and other technical fields (Singh et al., 2013). Hence discouraging women's participation in continuous learning, as many of them may feel the need not to take part in activities or programs that barely recognise them. . 3.4 Why Peer Learning and Mentorship in Professional Development? To bridge the gap between academic knowledge and practical application, mentorship might be helpful (Kaul, 2019). The author went on to suggest a triangulated mentorship strategy to improve the entire support network for students and engineering professionals by combining instructor supervision with peer mentoring. Conversely, peer mentorship programmes enable fresh engineering students to succeed by providing them with a network of support at an early stage (Budny, Paul & Newborg, 2010). It is expected that these first-year students will be able to handle academic challenges and deal with the pressures of engineering school during this programme. Peer mentorship has been shown to promote academic achievement and retention rates, which in turn lead to more happiness and confidence. This could be an area for African engineers to pursue continuous learning leveraging some traditional learning methods such as community-focused learning, which engenders participatory decision-making as earlier mentioned. Other 21st Century Innovative Learning Methods a) Online courses: Engineers experiencing demanding careers or families may learn at their own pace and in their own time on unparalleled flexibility and fast platforms (Reginaldo & Ching, 2021). This will provide engineers with access to learning opportunities outside of the conventional classroom. Furthermore, these technologies might be utilised to create personalised learning experiences that cater to each person’s needs. For example, an engineer may try out new engineering concepts from the comfort of their own home by taking part in a virtual lab (Azofeifa et al., 2024). It ensures that experiential learning of this kind is relevant to current industry norms. b) Workshops: Although online courses are immensely helpful, practical experience is just as crucial in engineering education since it gives engineers the chance to fully explore tools or techniques that are pertinent to their work (Pusca, Bowers & Northwood, 2017). These interactive sessions encourage peer cooperation and creativity. As stated by Lavado-Anguera et al. (2024), project-based learning workshops allow participants to work together to solve real-world challenges, improving their technical and collaborative skills. Additionally, workshops can be a venue for experts to network and exchange ideas to address the issues of contemporary engineering. c) Professional Conferences: Research shows that attending and participating in professional conferences is another crucial way engineers may stay current on the latest advancements in their field (Berchin et al, 2018). Practitioners, educators, and industry experts come together to discuss modern technologies and best practices. Conferences also provide a unique networking opportunity for engineers to meet potential mentors or collaborators who could develop their careers. According to Žnidaršič and Jereb (2011), conferences usually include sessions on innovative teaching techniques in engineering education. As a result, by discussing effective methods that improve academic performance and increase student engagement, educators may share the best practices. 4 DISCUSSION &CONCLUSION. 4.1 Discussion As we adapt to the world around us, especially in technological advancement and shifting industry needs, lifelong learning for African engineers becomes more crucial in producing innovative engineers who are skilled in problem-solving, among other things, across all age groups (Osterhus et al., 2023). They are expected to address peculiar challenges affecting the engineering ecosystem in the region but are confronted with myriads of challenges such as access to infrastructure, limited awareness about continuous learning platforms, among others. Therefore, this study highlights the need for lifelong learning in preparing engineers in Africa to innovate in their domains, adapt to new difficulties, and have a substantial impact on society. By doing so, they will be able to promote a culture of continuous improvement and professional progress within the engineering community to overcome these challenges. 1. Together, employers and educational institutions should create robust support systems that increase access to continuing education for African engineers. This includes offering learning options that are flexible enough to accommodate the busy schedules of working professionals, such as online courses, hybrid models, and evening programmes (Snyman & Kruger, 2020). 2. For staff members who want to continue their education, organisations should consider introducing and enhancing financial aid or sponsorship programmes (Noe et al., 2014). Reduction in the cost of continuing education through scholarships, grants, or tuition reimbursement schemes can inspire more engineers to pursue lifelong learning. 3. Setting up structured peer mentorship programmes can foster a collaborative learning environment where more seasoned African engineers aid less seasoned ones (Swart et al., 2019). This will improve their learning interest and offer better insights into solving problems peculiar to the region. 4. Furthermore, utilising digital platforms for training and development can significantly increase the accessibility of learning resources. Online courses, webinars, and virtual workshops can reach a wider audience, particularly those in remote or deprived areas (Escobar-Castillejos et al., 2024). Engineering societies and other critical stakeholders could help in providing the right infrastructure to facilitate learning in this regard. 5. To keep training programmes current and in line with the skills needed in the workforce, educational institutions should regularly review and update their curricula to reflect current industry trends and technological advancements. Involving industry experts in curriculum design helps ensure that training programmes stay relevant (Ferreira et al., 2024; Sabri, 2023). 6. Employers and educational institutions in Africa should foster a culture that emphasises lifelong learning as a crucial part of professional growth (Mahlalela et al, 2021). Workshops, seminars, and awareness campaigns can help engineers at all career stages adopt this mindset. Therefore, the availability of adequate learning infrastructure for African engineers will help address the challenges faced in getting continuous education. As in the case with many institutions in Europe and America, where these infrastructures facilitate problem-solving and innovation through lifelong learning, African engineers will be able to address evolving challenges in the region when the necessary infrastructure is put in place to encourage lifelong learning based on their innovative learning methods. 4.2 Conclusion This study demonstrates the importance of lifelong learning in supporting engineers’ professional growth, innovation, flexibility, and development. It highlights pertinent barriers such as inadequate financing, insufficient facilities and outdated curricula as some major contributing factors affecting the interest for continuous learning among African engineers. It also contributes to the discussions on lifelong learning for engineers from an African perspective. It recommends effective strategies, including the use of flexible digital platforms, the integration of problem-based and self-directed learning, the promotion of peer cooperation and mentoring in integrating lifelong learning into engineering education, awareness of the value of continuous learning and practice across Africa. Consequently, employers, educational institutions and professional engineering societies must collaborate to foster a culture where lifelong learning serves as the foundation for both individual development and the continent’s future of engineering.