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Emergency Remote Teaching of Practical Engineering Subjects in Technical and Vocational Education and Training: Lessons from COVID-19 Disruption

Olatunbosun Bartholomew Joseph, Mforchive Abdoulaye Bobga, Thomas Jerome, Yeboah

Abstract

The closure of campuses during the coronavirus crisis compelled an unprecedented and largely unplanned migration of skills-intensive instruction from workshops and laboratories to mediated, distance environments. This review interrogates how disciplines that depend on manual dexterity, equipment handling, and supervised performance fared under such conditions, drawing together evidence from technical and vocational systems, undergraduate engineering programmes, and the wider scholarship on crisis-driven pedagogy. Synthesising sixty-nine peer- reviewed and institutional sources published up to 2021, the study distinguishes hastily improvised crisis instruction from purposefully designed distance learning and shows why the former rarely reproduces the affordances of physical practice. It examines the substitution of hands-on activity by virtual, remote, and simulation-based laboratories; the infrastructural and connectivity asymmetries that deepened inequity in lower-income economies; the readiness and improvisation of instructors confronted with unfamiliar tools; and the difficulty of verifying competence when performance cannot be directly observed. The analysis finds that learners in programmes built around learning-by-doing experienced the sharpest disruption, that low- bandwidth and offline solutions frequently outperformed high-technology alternatives in constrained settings, and that the integrity of practical assessment emerged as the most intractable problem. It also identifies durable gains, including accelerated digital fluency, modular content repositories, and a renewed appreciation of blended provision. The review concludes that resilience in skills education depends less on emergency tools than on anticipatory design, equitable access, and assessment frameworks that protect the validity of competence claims. Recommendations are advanced for institutions, policymakers, and instructors seeking to convert reactive adaptation into deliberate, hybrid futures for applied training.

Keywords

crisis-driven pedagogy; vocational skills acquisition; virtual laboratories; digital divide; competency assessment; instructional resilience. www.iiardpub.org

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