Title: INTEGRATION OF DIGITAL TECHNOLOGIES INTO TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) TEACHER EDUCATION PROGRAMMES: IMPLICATIONS FOR PEDAGOGY AND LEARNING OUTCOMES

Authors:
Okeowo, Rebecca Oyenike
Okeowo, Odunayo Sunday
Adewuyi, Babajide Adetunji
Obe, Olubunmi Margret
Dahunsi, F. Oladotun
Adegunle, Felix Omotayo & Rayi, Olabode Olumuyiwa

Abstract: Abstract This study investigated the integration of digital technologies in Technical and Vocational Education and Training (TVET) teacher education and its implications for instructional pedagogy and students’ learning outcomes in Lagos State. A descriptive survey research design was adopted, involving 210 respondents comprising 132 TVET pre-service teachers, 38 educators, and 40 administrators from three tertiary institutions: Lagos State University of Education, Oto/Ijanikin (45 pre-service teachers and 16 educators); the University of Lagos, Akoka (45 pre-service teachers and 12 educators); and the Federal College of Education (Technical), Akoka (42 pre-service teachers and 10 educators). The 40 administrators comprised Deans, Heads of Departments, and Ministry officials involved in TVET administration in Lagos State, Nigeria. Data were collected through questionnaire administration using a validated structured instrument titled “Integration of Digital Technologies in TVET Teacher Education Questionnaire (IDTTVETEQ).” The data collected were analysed using mean and standard deviation to answer the research questions, while Analysis of Variance (ANOVA) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that digital technologies are integrated into TVET teacher education programmes, with respondents agreeing that digital devices, learning management systems, simulations, and online instructional resources are widely utilized. The study further found that digital technology integration positively influences instructional pedagogy and students’ learning outcomes by promoting learner-centred teaching, improving conceptual understanding, enhancing practical skill acquisition, and increasing student engagement and motivation. However, challenges such as inadequate infrastructure, limited institutional support, and insufficient emphasis on collaborative learning and workplace readiness were identified. The ANOVA results showed no significant differences among pre-service teachers, educators, and administrators, indicating a shared perception across stakeholder groups. The study concludes that while digital technologies are beneficial to teaching and learning in TVET teacher education, greater investment in infrastructure, institutional support, and innovative pedagogical practices is required to maximize their contribution to students’ workplace readiness and learning outcomes. Keywords: Digital technologies; TVET teacher education; instructional pedagogy; learning outcomes; technology integration.

Publication Date: 2026-06-04