Aligning tertiary phase English education with post–Covid-19 professional skill requirements in the field of engineering
Bibliographic Data
| ID | 22417387 |
|---|---|
| Authors | Rashmika Lekamge (0000-0002-5995-9916, Sabaragamuwa University of Sri Lanka, corresponding author), Banujan Kuhaneswaran (0000-0002-0265-2198, Sabaragamuwa University of Sri Lanka), Jenan Rajavarathan (0000-0001-6734-448X, Sabaragamuwa University of Sri Lanka) |
| Year | 2026 |
| Publication date | 2026-02-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Industry and Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-4222 • E-ISSN: 2043-6858 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/09504222261423348 |
| OpenAlex | W7127314621 |
| Language | EN |
| References cited | 61 |
This study examines how English curricula in Sri Lankan engineering degree programs should be restructured to meet post-COVID-19 professional and migration-related language demands while supporting Sustainable Development Goals (SDGs) 4 and 8. It identifies the English language skills required by engineering students and graduates in academic, industrial, and migration contexts. It further evaluates how current English courses meet these needs. Data were collected through a mixed-methods online questionnaire involving current undergraduates, graduates working in Sri Lanka, and Sri Lankan engineering graduates overseas. The findings reveal significant gaps between course outcomes and real-world language demands, particularly in professional documentation, discipline-specific communication, and high-stakes oral interactions in multilingual settings. Participants reported difficulties with proficiency tests, migration procedures, diverse accents, fast-paced communication, and language anxiety. Although existing writing-focused modules provided a foundation, they were insufficient to meet the evolving professional requirements in both local and international spheres. The study concludes that engineering English curricula practiced in Sri Lankan context require systematic, needs-based revision. Emphasising authentic professional genres, proficiency test preparation, and intercultural communication would strengthen employability, improve equity in higher education (SDG 4), and support access to decent work in global labor markets (SDG 8).
Curriculum · Engineering education · English for academic purposes · English language · Higher education · Language proficiency · Professional development · Higher Education and Employability · International Student and Expatriate Challenges · Second Language Learning and Teaching
The graduate attributes we’ve overlooked
Internationalization of Higher Education
Beyond the threshold
Development of a twenty-first century skills curriculum through the flipped learning approach
Out-of-School Exposure to English in EFL Teenage Learners
Needs Analysis of English for Specific Purposes for Health Sciences Students
Academic vocabulary knowledge among adolescents in university preparatory programmes
Career readiness
The hidden curriculum in two employability skills development courses in a South African electrical engineering degree programme
English language needs of Iranian students of civil engineering
Institutionalising English as a foreign language teachers for global sustainability
A needs analysis of maritime English language skills for Bangladeshi seafarers to work on-board ships
A Needs Analysis on the language skills required by the industry from vocational graduates
English as a lingua franca
Globalisation and its impact on Sri Lankan culture
Digital competence and ICT literacy of school teachers
The effect of the Covid-19 pandemic on immigration and immigrant wellbeing in the United States
Qualitative Description as an Introductory Method to Qualitative Research for Master's-Level Students and Research Trainees
| Citation velocity | historical |
|---|---|
| Highly cited | No |