The global metallurgical engineering sector is undergoing a profound transformation driven by the pervasive adoption of Industry 4.0 technologies encompassing digital twins, simulation platforms, artificial intelligence (AI), the Internet of Things (IoT), and advanced data analytics. Despite widespread recognition of this technological shift within industry, metallurgical engineering education has been comparatively slow to integrate these capabilities into its curricula, research practices, and pedagogical frameworks. This qualitative global study addresses this critical gap by investigating how academic institutions and industry professionals perceive, navigate, and respond to the digitalisation of metallurgical engineering education and training. Through 18 semi-structured interviews with scholars and practitioners drawn from six continents, the research employs a phenomenological approach combined with thematic and classical content analysis. The findings reveal a strong motivational alignment between digital transformation imperatives and the aspirations of metallurgical engineering programmes. Key motivating factors include industry demand for digitally competent graduates, the availability of powerful simulation tools for hazardous processes, enhanced student engagement through interactive technologies, and the imperative to remain globally competitive. However, significant barriers persist notably, inadequate digital infrastructure, a scarcity of faculty skilled in digital pedagogies, financial constraints, and cultural resistance among academic communities entrenched in traditional experimentation paradigms. The study further identifies the essential ingredients for successful digital transformation: visionary institutional leadership, curriculum redesign anchored in competency-based outcomes, sustained investment in digital laboratories and simulation environments, and robust change management strategies. An original five-layer Interpretative Framework for Digital Transformation in Metallurgical Engineering Education (IFTDMEE) is proposed, offering institutions a structured roadmap spanning contextual antecedents, readiness assessment, transformation pillars, enabling conditions, and multi-dimensional outcome evaluation. This study makes a significant theoretical contribution to the emerging literature on Engineering Education 4.0 and provides actionable guidance for policymakers, curriculum designers, and industrial partners seeking to collectively reimagine metallurgical engineering training for the digital era.
POLIMETLA JAMES JOY (Thu,) studied this question.