Pan Atlantic University (PAU) has unveiled a new book aimed at transforming engineering education through experiential learning and the integration of artificial intelligence (AI) into engineering and technology projects.
The book, ‘Experiential Learning: Integrating Artificial Intelligence in Engineering and Technology Projects’, edited by Christian Amaechi-Bolu and Ruth Benson-Oji, seeks to bridge the gap between theoretical knowledge and practical application by equipping engineering students with the skills to address real-world challenges.
Uchenna Uzo, deputy vice-chancellor in charge of academics at PAU, speaking at the launch, said the publication would provide a roadmap for universities and industry to strengthen engineering education and prepare graduates for the demands of a rapidly changing technological environment.
“The growth of Nigeria’s industrial sector, including developments in manufacturing and the Dangote Refinery, underscored the need for engineers who could apply their knowledge to practical problems while demonstrating ethical responsibility,” Uzo said.
He cited the reported challenge of engineering graduates lacking sufficient industry experience, noting that stronger collaboration between universities and industry was necessary to improve practical training.
According to him, partnerships between PAU and industry players could help change the narrative by 2029, while the university plans to engage COREN and other engineering bodies on integrating the book’s concepts into engineering curricula.
Christian Bolu, professor of mechanical and mechatronics engineering and co-editor of the book, said the publication was developed in response to the need for learning materials that could guide students through industrial training and practical engineering projects.
Bolu explained that the book emerged following the introduction of the Core Curriculum and Minimum Academic Standards (CCMAS), which highlighted the need for textbooks that could support students during industrial attachment and help them connect classroom learning with industry practice.
“The objective was to move industrial attachment beyond passive observation of production and maintenance activities towards structured experiential learning involving design, development and complex engineering problem-solving,” he said.
Besides, Bolu noted that students were encouraged to develop their final-year projects into Industry 4.0 applications, incorporating artificial intelligence, programming and emerging technologies into their work. He said the book was intended to serve as a textbook and practical guide for engineering students and educators across Nigerian universities offering engineering programmes.
Christian Osueke, dean of the Faculty of Engineering at Bowen University and reviewer of the book, said it provides a framework for connecting engineering theory with practical application through learning, reflection and the use of acquired knowledge to solve real problems.
He highlighted case studies and projects covering smart water meters, solar energy, hydraulic systems, motors, autonomous vehicles, carbon capture and utility performance indicators.
“The publication also addresses ethical considerations surrounding the use of AI in engineering, including privacy, security, transparency, accountability and fairness.
“These issues were particularly relevant to Nigeria and other African countries, where engineers must contend with challenges involving energy, infrastructure, connectivity and affordability,” Osueke said.
Rahamon Adisa-Bello, former vice-chancellor of the University of Lagos and former president of the Nigerian Academy of Engineering, who represented Sadiq Zubair-Abubakar, COREN president, as chairman of the Occasion, described the book as a practical resource for engineering education.
Bello, who wrote the foreword, said the publication could support the integration of AI into engineering curricula through its case studies and project-based approach. He also said its emphasis on practical learning aligned with COREN’s Outcome-Based Education framework, which focuses on the competencies engineering graduates are expected to demonstrate.
Ruth Benson-Oji, an applied linguist at PAU’s Institute of Humanities and co-editor of the book, said effective engineering innovation required clear communication and documentation alongside technical expertise.
“AI should be treated as a tool to support learning and innovation rather than a substitute for human curiosity, teaching and moral responsibility. She explained that students were encouraged to question AI-generated outputs, verify their accuracy, assess ethical implications and refine their communication, particularly when documenting technical projects,” Oji said.
The book is structured in three parts, covering the theoretical foundations of experiential learning, its implementation through curriculum design, mentoring, ethics, communication and project management, and student-led engineering projects.
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