Title: ARTIFICIAL INTELLIGENCE AND DIGITAL COMPETENCES AMONG UNIVERSITY-LEVEL TECHNICAL VOCATIONAL EDUCATION AND TRAINING TEACHERS IN SOUTH-EAST, NIGERIA

Authors:
Chukwu, D. U. & Ohanu, I. B.

Abstract: Abstract This study investigated the awareness of artificial intelligence (AI) and its relationship with digital competences among university-level Technical and Vocational Education and Training (TVET) teachers in South-East Nigeria. Specifically, the study examined the level of AI awareness, assessed teachers' digital competence, determined the relationship between AI awareness and digital competence, and evaluated whether demographic characteristics influence these variables. A correlational survey research design was adopted. Data were collected from 141 TVET teachers using structured questionnaires and analyzed using descriptive statistics, Pearson Product Moment Correlation, independent samples t-test, and one-way Analysis of Variance (ANOVA). The findings revealed that TVET teachers possessed high levels of AI awareness (M = 4.10, SD = 0.57) and digital competence (M = 4.21, SD = 0.52). A strong positive and statistically significant relationship existed between AI awareness and digital competence (r = 0.655, p < 0.001). However, age, gender, and years of teaching experience did not significantly influence either AI awareness or digital competence (p > 0.05). The study concludes that enhancing AI awareness can contribute substantially to strengthening digital competence among TVET teachers and support technology-driven instructional practices. It recommends sustained professional development programmes, institutional support for AI integration, and inclusive capacity-building initiatives for all TVET educators to promote effective digital transformation in higher education. Keywords: Artificial Intelligence, Digital Competences, TVET Teachers, University-Level TVET

Publication Date: 2026-07-20