Enhancing engineering learning through digital twin and IoT applications: Student engagement and industry alignment in the Ghanaian context

This study examines the use of digital twin (DT) and Internet of things (IoT) technologies in Ghanaian engineering education to mitigate skill shortages and enhance workforce preparedness. In a quasi-experimental mixed-methods design with 158 students from six institutions, results showed that students with exposure to DT+IoT experienced substantial technical knowledge acquisition, practical skills, participation, and motivation related to control groups (as measured through standardized pre-/post-tests, project-based competency rubrics and validated Likert-scale survey instruments) Learning analytics (derived from system log data on task frequency, duration and error resolution) revealed sustained use of the platform and improved troubleshooting, whereas qualitative results (based on semi-structured interviews and focus group discussions) valued industry relevance and concerns such as connectivity, hardware slowdown, and varying programming experience. The findings single out DT+IoT potential to develop systems thinking, collaboration, and remote laboratory skills, with contextual enablers being faculty commitment and industry collaboration. Infrastructure, faculty capabilities, and curricular misalignment-based obstacles (identified through thematic analysis). Pedagogical and policy recommendations are integrating DT+IoT in courses and accreditation processes, infrastructure investment, and faculty capability building. DT+IoT is a viable pathway to transform engineering education in Ghana and similar contexts.