The Need for Incorporating Sustainability Thinking into Higher National Diploma Electrical/Electronic Engineering Curriculum in Nigeria
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The fundamental substance employed for energy, construction, smelting and shipbuilding before eighteenth century was wood. However, with the advent of industrial revolution, changes in agriculture, manufacturing, mining, transportation, and technology had an overwhelming consequence on the socio-economic life of the society. This causes natural resources to decline and demand for them to incredibly increase, which led the humanity to fell into intertwined crises of environmental, economic and social systems. To change the situation, paramount changes of thinking and mindset are required and education is the key. This study therefore, explored the perceptions of electrical/electronic lecturers in the polytechnics on the need to incorporate sustainability thinking into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. Two research questions guided the study through qualitative research design. Sixty-five (65) electrical/electronic lecturers in the polytechnics within the states under the study made up the target population, and only senior lecturers were selected to participate in the study. This is because of their experience in teaching electrical/electronic courses in the institutions. The authors conducted qualitative semi-structured interviews to generate data used in answering the research questions. The authors transcribed and thematically analyzed the data. Findings revealed a common view in which the participants indicated an urgent need for incorporation of sustainability thinking in to the said curriculum. Findings also showed the possible benefits of incorporating sustainability thinking to include environmental protection, economic prosperity, social wellbeing and technical sustainability. The authors recommended a model for incorporating sustainability thinking into HND electrical/electronic engineering curriculum.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it