Purpose: This study investigated student and teacher perceptions of engine mock-ups as instructional tools in automotive technology education. Design and Methods: A quasi-experimental design with single case study methodology was employed following educational intervention. Participants included two teachers and eight students from an Auto Mechanical Work program in Lagos State, Nigeria. Constructivist Learning Theory served as the theoretical framework, emphasizing active knowledge construction through experiential learning. Engine mock-ups constituted the primary intervention, with focus group discussions serving as the data collection instrument. Mock-ups underwent functional validation and pilot testing, while discussions received member-checking for qualitative rigor. Data collection occurred following three weeks of instructional implementation, with transcribed responses analyzed qualitatively for emerging themes. Results: Findings revealed strong alignment between mock-ups and educational objectives, enhanced student cognitive processing and motivation, and meaningful experiential learning opportunities. The tools improved teacher confidence, instructional delivery, and professional competence. Results indicate that accessible instructional materials enhance both teaching effectiveness and student engagement. Conclusion: The study recommends policy development by educational authorities to promote locally manufactured instructional materials across institutions, supporting practical learning approaches in technical education contexts. These findings contribute to understanding effective pedagogical tools in vocational education settings. (188 Words). © 2026 Informa UK Limited, trading as Taylor & Francis Group.
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