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Emergency Remote Teaching in Engineering Education


With South African COVID-19 infections currently 10th largest in the world and the highest in Africa, and having had of the most stringent lock-down regulations, engineering education across the Higher Education spectrum has faced significant challenges in the move to Emergency Remote Teaching (ERT). Given that engineering (and its related fields) plays a vital role in enabling a resolution to the current global crisis, as well as practically enabling ERT to take place, it is essential that we understand the impact of ERT on the engineering education sector.

As part of a faculty-wide impact evaluation project, Stellenbosch University engineering education researchers are partnering with the South African Society for Engineering Education to extend the research project to its members, as well as fellow educators and postgraduate students beyond the South African borders by way of an anonymous survey.


The ERT in Engineering Education research project is intended to provide insights into the conditions, challenges and successes of the transition to ERT on engineering (and related) educators and postgraduate students at different institutions in different contexts (particularly those dependent on physical infrastructure, equipment or specific technologies for their work and research).


Investigating and sharing (as a broad community of practice) the impact of ERT on engineering educators and postgraduate students could inform future engineering education and capacity building strategies. Survey results will be shared with all participants and collaborators via the South African Society of Engineering Education website and discussion forums. This research may enable the development of appropriate support systems and form the basis for future discussions and workshops.

The ERT in EE survey is voluntary and anonymous, and should take no longer than 10 minutes to complete. If you have questions or concerns about the research, please contact the researchers via

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