Instructors’ Perspectives on the Implementation of Information and Communication Technologies in Technical and Vocational Education and Training (TVET): A Case Study of Tanzania

Learners at the Technical and Vocational Education and Training (TVET) need quality education which can be provided via a competent curriculum. In the contemporary world, such a competent curriculum must integrate Information, Communication and Technologies (ICT). However, there is less research outputs in this realm. This review has highlighted the role of ICT in Kenya’s TVET curriculum. Information was obtained from refereed journal publications, government reports, research, technical reports, and online databases. A total of 22 articles themed “ICT, policy, TVET” were analyzed thematically based on situational analysis on access to ICT in TVET, ICT integration in curriculum of TVET, accessibility to ICT in TVET teaching and learning; ICT integration in curriculum assessment; capacity of trainers on utilization of ICT in TVET; capacity building for the Councils and Boards of Governors (BOGs) in ICT; ICT in research and innovation within TVET. The review established that low access to ICT facilities limited the integration of ICT in the Kenyan TVET curriculum. The study also established low capacity and competence of the trainers within the TVET which hampered their ability to reinforce ICT use in curriculum delivery and evaluation. TVET management councils and BOGs had a scanty capacity on ICT and therefore found it hard to reinforce the use of ICT in the prudent management and administration of curriculum. The study recommends that tutors and trainers who were trained without ICT content should organize and undertake such courses in higher learning institutions to develop the requisite ICT competencies. The management of the institutions should also undertake necessary training in ICT competencies to enhance their ability to implement the policy of ICT integration in curriculum within the institutions.

Purpose This study investigates male and female teachers’ perceptions of information and communication technology (ICT) use in English teaching and the challenges they face in public secondary schools in Punjab, Pakistan. By identifying gendered differences, the study aims to provide actionable recommendations for policymakers and educators to promote equitable ICT integration and improve English teaching practices. While prior research has addressed general ICT challenges in education, few have examined the gender-specific experiences of English teachers in Pakistan’s public school context. This study offers novel, context-specific insights to inform gender-sensitive policy reforms and professional development initiatives, contributing to the broader discourse on digital equity in education. Design/methodology/approach This study adopted a descriptive research design, using a quantitative approach to examine the attitudes and challenges of male and female teachers regarding the use of ICT in English language teaching. Descriptive research is particularly effective for observing phenomena as they naturally occur, providing insights into existing conditions and uncovering patterns and meanings (Siedlecki, 2020). While the study used a quantitative design, a few open-ended comments from participants were also reviewed descriptively to support the interpretation of statistical findings. However, these were not analyzed through formal qualitative methods. The study focused on analyzing teachers’ attitudes toward and challenges in ICT usage within their natural educational settings. A survey design was used due to its suitability for gathering data on attitudes, perceptions and challenges from a specific population. A structured questionnaire, adapted from established instruments, was reviewed by experts in education and ICT integration to ensure content validity and alignment with the study’s objectives (Tavakol and Wetzel, 2020). This study focuses on gender differences in ICT adoption, which are often overlooked in existing literature. It aims to uncover how gender-specific barriers and opportunities influence ICT usage in English teaching. Findings The study found significant gender-based differences in attitudes toward ICT integration in English teaching. Female teachers were more likely to view ICT as a tool for fostering student engagement, interaction and dynamic learning environments. They were also more inclined to emphasize ICT’s role in enhancing language skills through personalized, student-centered approaches. In contrast, male teachers focused more on ICT’s practical benefits, such as time-saving and efficiency. Regarding challenges, both genders cited limited class time, lack of training and inadequate resources as major barriers. However, female teachers were more likely to report issues with insufficient training and technical support. These findings highlight the need for targeted professional development and resource allocation to support effective ICT use, especially for female teachers. Originality/value This study provides valuable insights into gender-based differences in attitudes toward ICT use in English teaching in secondary schools. By examining both male and female teachers’ perceptions, it highlights the unique challenges they face, including time constraints, insufficient training and lack of resources. The findings underscore the importance of gender-sensitive policies and targeted interventions to enhance ICT integration in classrooms. This research contributes to the growing body of knowledge on educational technology, offering recommendations for improving professional development and institutional support to foster equitable and effective ICT use in teaching practices.

The problem motivating this research is the rapid introduction of educational technologies and the strong push to use new technologies in technical and vocational training in China coupled with varied responses and uneven adoption of new tools on the part of practitioners. This study investigated the factors that influence technical and vocational college teachers' adoption and appreciation of information and communication technology (ICT) in China using the technology adoption and gratification (TAG) model. At total of 535 teachers from public technical and vocational colleges were surveyed using a purposive sampling procedure. The survey data were analyzed through structural equation modeling. Findings suggest that the use of ICT had three primary determinants: teaching purpose, research purpose and academic purpose. Technical and vocational college teachers' technology adoption and gratification was directly and indirectly predicted by their computer self‐efficacy, intention to use, perceived ease of use and usefulness of ICT. Most importantly, the TAG model accounted for 77% of the variance in teachers' gratification using those predictive variables. This research successfully applied the TAG model and it further fosters recommendations for future investigations. This study contributes to theoretical, methodical and practical understandings of the use of ICT in technical and vocational education, which has been much less explored than in K‐12 education and university settings. Practitioner Notes What is already known about this topic Information and Communication Technology (ICT) helps explain teacher acceptance. Investigations have revealed that many gaps exist in identifying ICT facilities, access, skills and usage in technical and vocational education. Studies have suggested that ICT development requires significant training on the part of teachers and creates new demands for students. What this article adds This research exhibited that vocational and technical college teachers’ use of ICT had three primary determinants: teaching purpose, research purpose and academic purpose. Chinese technical and vocational college teachers’ adoption and gratification in new technologies were directly and indirectly predicted by their computer self‐efficacy, intention to use, perceived ease of use and usefulness of ICT. The findings of this study recommend that the quality of teaching, learning and research in vocational and technical education could be enhanced through the application of emerging ICT. Implications for practice and/or policy The larger goal is to use the results as a basis for future studies in the relatively unexplored area of ICT use and adoption in teaching and training in developing countries. By conducting cross‐cultural studies, researchers could be able to comprehend the overall scenarios of ICT in vocational and technical education as proposed. This study contributes to theoretical, methodical and practical understandings of the use of ICT in technical and vocational education, which has been much less explored than in K‐12 education and university settings. Teachers' skills to use ICT should be enhanced through ongoing training programs offered by the authorities of technical education.

BACKGROUND:The integration of information and communication technology (ICT) in education has been a major agenda of the Association of Southeast Asian Nations and its adoption has been found effective in nursing education.OBJECTIVE:This study aims to identify and review existing literature on ICT integration in nursing education within the context of Southeast Asia and to identify the themes of these studies, ICT tools of concern and the research methods adopted.METHODOLOGY:A systematic review of six eligible literatures was conducted with thematic analysis. The data for this systematic review of literature are from published studies based on the formulated research question. Electronic databases of Medline, Scopus, PubMed, CINAHL, Mendeley, and Google Scholar were searched and literatures retrieved and screened for eligibility. No date limit was considered in the literature search. This systematic review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.RESULTS:The studies originated from the Philippines (n = 3), Malaysia (n = 2), and Singapore (n = 1). One study originated from both the Philippines and Thailand. Four themes emerged from the thematic analysis which include: (1) use of ICT to enhance teaching and learning in nursing, (2) challenges with ICT integration in nursing education, (3) attitude and perceptions toward ICT integration in nursing education, and (4) suggestions for improvement. The most important ICT tools were computers, projectors, and internet. Majority of the studies were descriptive quantitative studies.CONCLUSION:Despite increasing concern on the use of ICT in Southeast Asia, ICT integration in nursing education has not been given significant attention. Governments of the Southeast Asian countries should provide sufficient support for ICT integration in the various nursing institutions. Institutional administrators are encouraged to key into the ICT trend and render their support when and where necessary.

The use of Information and Communication Technologies (ICT) for teaching and learning has become essential for quality education. This includes ICT tools such as computers, the Internet, software and a range of devices. Despite this, the infrastructure in Saudi Arabia does not currently allow the widespread implementation of ICT in the education system (Albugami & Ahmed, 2015). A comparative analysis of the similarities and differences of ICT implementation for learning and teaching in Australian and Saudi Arabian primary schools is the focus of this study. The analysis aimed to provide guidance as to how Saudi Arabia might benefit from the increased implementation of ICT tools in primary schools. The investigation was conducted using four constructs of the Technological Pedagogical Content Knowledge Framework: Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009). Importantly, it drew upon the framework for conceptualising the stages of ICT integration proposed by (Niess, Ronau, Shafer, Driskell, Harper, Johnston, & Kersaint, 2009). The following overarching research questions were intended to guide the qualitative and quantitative collection and analysis of data so that a comparative study of the use of ICT in schools could be completed: 1. What is the current state of ICT usage for teaching and learning in selected primary schools in Saudi Arabia and Australia? 2. What are the similarities and differences in ICT adoption and implementation for learning and teaching between selected schools in Saudi Arabia and Australia? 3. What recommendations can be made for improving ICT usage in teaching and learning in primary schools in Saudi Arabia and Australia? A correlational comparative study was conducted that collected data from teachers (n = 112) and students (n = 440) at state and independent/private primary schools in both the Kingdom of Saudi Arabia (KSA) (n = 4) and Australia (n = 2). The three research questions were investigated in two phases. Phase One involved the collection of quantitative data from surveys administered to both students and teachers concerning ICT usage both inside and outside of school, and their perceptions of the effectiveness of ICT for learning and teaching. In addition, teachers were surveyed on ICT use in teaching and learning TPK. Phase Two consisted of the collection of qualitative data through interviews with a sample of 27 teachers from both Saudi Arabia (n = 18) and Australia (n = 9). Those teachers participated in face-to-face and telephone interviews and provided their responses to both structured and unstructured questions. Statistical analyses using Kruskal-Wallis and Chi-Square tests revealed a significant difference between private and public Saudi Arabian primary schools in the implementation of the TPACK framework. While no significant differences were found to exist between the selected independent and state Australian primary schools, Saudi Arabian private schools overall were found to be more likely than Saudi Arabian public schools to have adopted expectations that reflected the TPACK model than did Saudi Arabian public schools. Through the NVivo software, qualitative data analysis revealed teachers’ perceptions of ICT use, and the effect of educational policy on teachers’ ICT use. Australian students were more generally positive about the ways in which they can use ICTs in the classroom effectively to enhance their education than were Saudi students. Further, Australian teachers, like their Saudi counterparts, were very aware of the need for the integration of ICT into education and were certainly in favour of it. By drawing up the Niess et al. (2009) framework, the findings suggested that the sample of Saudi Arabian primary schools most reflected the stages of recognising and accepting the use of ICT in teaching and learning, while the sample of Australian schools studied most reflected aspects which indicated that they had moved beyond the recognising and accepting phases, and demonstrated that they were adapting, exploring and advancing ICT use in teaching and learning. This study concludes with a set of recommendations for teachers, schools and policymakers to enhance the use of ICT for teaching and learning in both Saudi Arabian and Australian schools. As a result, this study has the potential to contribute to an improved understanding among policymakers, schools and teachers in relation to how ICT can become more widely utilised both in the classroom and at home to achieve higher-quality education outcomes, which is important for the long-term growth and development of both nations’ education systems.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

Perception of Ultimate Utilization of Information and Communication Technology (ICT) as an Impetus in Enhancing Employee Performance in a Few Selected Municipalities in the Eastern Cape of South Africa

Ann Hatherly believes Information and Communication Technology (ICT) has much to offer learning and teaching in early childhood centres around New Zealand. Ann works for CORE Education (www.coreed.net), which is contracted by the Ministry of Education to run a national pilot known as the Early Childhood Education Information and Communication Technology Professional Learning (ECE ICT PL) Programme. The three-year programme involves 60 centres nationwide, who develop their own ICT investigations, access professional development, and disseminate their work. She is the national facilitator. The programme is one of several initiatives to result from Foundations for Discovery (2005), the Ministry of Education's framework for ICT use in early childhood education. It builds on research showing that the biggest impact on effective ICT use is teacher beliefs, confidence, and motivation. It's not about the technology, it's about how you use it, she says. You can have all the ICT tools in the world and it won't make a scrap of difference if you're not prepared to also look at how teaching and learning might need to be changed as a result. So when the ECE ICT PL Programme began, they asked centres to put the ICT to one side while they wrote a vision of what they wanted to develop. Once they had the vision, centres had to come up with a research question, which then framed their ICT investigation. A big part of the first year of the programme was increasing educators' confidence and capability with ICT. This included undertaking workshops in cyber safety, which were an eye opener for many. This early phase was more about the educators' learning than the children's. However, now, almost two years into the programme, the emphasis has shifted. I think we've now got to the point where teaching teams feel they know enough about the 'how to' aspect of ICT and are asking 'so what does this mean for our teaching and children's learning?' Effective ICT professional development is a balancing act between the excitement generated by the resources, and teaching teams really asking the big pedagogical questions. Most centres in the project are using ICT for documentation, for research, for communication, and for children's creativity. Enthusiasm for Web 2.0 tools such as blogging and Skype has grown, as educators have tried them and seen the possibilities. The project has three goals: to build ICT capability for children and educators, and in some cases parents; to transform teaching and learning and build communities of practice that can be sustained; and to enhance learning outcomes for children. Educators have given presentations at conferences about their work, and there are plans for findings to be synthesised and case studies disseminated. Ann Hatherly is in no doubt there have been huge gains from the project. I would say it has made a difference in every centre that's been involved, for many in quite significant ways. She's found that educators of all ages have embraced the professional learning opportunity. …

The objective of this paper is to discuss the information and communication technology (ICT) implementation, an initiative of teaching and learning for Technical and Vocational Education and Training (TVET) lecturers and students during the COVID-19 pandemic era due to the lack of physical and practical learning activities such as handling tools, safety measure, execute machine in an emergency, conduct the material as per manual stated, last but not least functional and operational check and assessment conduct. This study employed a qualitative approach (i.e., document analysis). Data was collected from secondary sources by reviewing TVET reports, webpage, organizational structures, and news bulletins, which are observed and analyzed. The results indicated that most TVET institutions were struggling to deliver and assess practical skills training. Instead of focusing on the practical assessment method, most TVET institutions are remoting to theoretical coursework, and re-structuring the program with outcome-based education as one of the alternative solutions. The results also revealed the different approaches used by TVET institutions by relating them to several case studies. By understanding their aims and intentions, the COVID-19 pandemic indirectly contributes to the development of ICT in TVET, and therefore the technologies of teaching and learning are not left behind.

The study reviews the role of quality assurance in Technical and Vocational Education and Training (TVET) systems in supporting economic development, enhancing labor market competitiveness, and meeting industry expectations. The authors use a desk research strategy, focusing on document review and qualitative content analysis to analyze credible reports on the role of quality assurance in TVET to promote competent workforce. As per findings, quality assurance in TVET institutions is crucial to ensuring that graduates possess the necessary skills and competencies for the workforce, reducing skills gaps and enhancing employability. It aligns TVET programs with industry standards, enabling graduates to contribute effectively to the workforce. Quality assurance mechanisms also enhance the credibility and reputation of TVET institutions, increasing their attractiveness to students and employers. It helps produce highly skilled individuals, contributing to the country’s economic development and global competitiveness. However, the TVET sector in West Africa faces several challenges, including inadequate infrastructures, curriculum relevance, teaching and learning quality, limited industry collaboration, and lack of quality assurance mechanisms. To address these issues, the authors suggest some innovative dimensions of quality standards to strengthen and improve quality assurance in TVET institutions. These quality standards include leadership, governance, management, physical environment, human resources, curriculum, student participation, access, equity, career guidance, financial management, program evaluation, research, innovation and development. All of these are interrelated, thereby spurring the overall quality and effectiveness of TVET programs and institutions.

Technical education is sine qua non to the economic and industrial growth and development of any nation, Nigeria inclusive. Its primary objective is to provide its recipients functional and employable skills required in the world of work. Today’s world of work is experiencing innovations as a result of technological advancement through the emergence of information and communication technologies (ICTs). These changes brought by ICTs have cut across all spheres of life including social interaction, business practices, healthcare, political engagement, media, education and knowledge dissemination. It is in light of the above that this paper examined. To tackle the issue of this innovation, this paper proposes the integration of ICT into technical education programmes in Nigeria. For technical education to take its rightful place in the era of information age, ICT should be enshrined effectively in the technical education curriculum. Constraints hindering the effective integration of ICT in technical education programmes were highlighted. The paper concluded that ICT skills are the key things that will enable technical education graduates face the challenges of the 21 st century workplace. It was recommended that government should provide enough funds to equip schools with ICT tools, equipment and facilities for better delivery of instruction.

This study is conducted to know Information and Communication Technology (ICT) mediated extension services in agriculture in Nepal. In this report, different ICT tools that are used for extension of agriculture in Nepal, organizations and divisions working for an extension, extension system of country, benefits and advantages from the use of ICT tools, constraints in the use of ICT tools in agriculture extension and their solutions are included. This report is prepared by studying different journal articles, reports, books and newspapers. Among ICT tools mobile phone is the most used ICT tools by farmers and laptop is the most used ICT tools used by the organizations for data processing. Radio and television are more popular in rural areas. This study shows that most of the ICT users are confined in urban areas. There are many advantages of the use of ICT tools in the field of agriculture. ICT tools can cover a large number of the population with high speed. ICT tools increase productivity, sustainability and efficiency of farms by providing relevant information timely and more easily. ICT tools provide information about quality seeds, transportation, marketing, new technologies and weather condition that facilitate the farmers for making the right decision. There are many agriculture-related mobile applications available at Google play store. These mobile apps give knowledge about cropping methods, crop management practices, crop protection, the market price of inputs and outputs etc. These mobile apps are managed in Nepali language for facilitating the Nepali farmers. Agriculture-related programs are broadcasted through national television channels and FM radio stations. There are technical, socio-economic, institutional and infrastructural constraints that limit the use of ICTs in agriculture fields.

The use of information and communication technologies (ICT) is an important element in the work of social workers. Recent progress in ICT creates fundamentally new opportunities for social work in the provision of social services, including high-quality and timely responses to the requests of vulnerable population groups and persons in crises. In the information sector, work in the social sphere requires knowledge and skills in effective search, accumulation, processing, storage, presentation, and transmission of data using computers and computer networks. A social worker must be able to use information and computer technologies both for self-development in the professional sphere and for organizing their daily practical activities and solving socially significant problems. Therefore, it is necessary to form and develop ICT competence in professional activities for the quality provision of social services. The purpose of the study is to determine the ICT tools used in the practical work of social workers in the provision of social services, the scope of ICT application, and the analysis of the needs of social workers in Kyiv regarding the introduction of ICT into the system of providing social services.An online survey of social workers of state and non-state organizations in Kyiv, which provide social services to vulnerable population groups and persons in crises, was conducted. The theoretical sampling method was used, which made it possible to formulate generalized recommendations regarding introducing ICT tools into the social services system. To determine the typical ICT tools and directions of ICT used in social work, an expert meeting was held with specialists of the Department of Information and Analytical Work of the Kyiv City Center of Social Services. Resource monitoring was used for the automated search of information on the Internet.The authors of the article researched the information and communication technologies used by social service providers in their work and highlighted the prospects of ICT tools in state and non-state organizations. The ICT tools that are most often used in the provision of social services have been determined as a result of a survey of social service workers of state and non-state organizations in Kyiv. These tools are grouped into three main categories: communication channels, information dissemination channels, and methods of building online service provision processes. The key needs of social workers regarding the use of ICT tools in the process of providing social services and the most typical challenges in the implementation of these technologies are presented in the article. The authors identified the advantages of using ICT in the provision of social services and proved the effectiveness of the use of electronic services as a quick and effective tool in the process of meeting the requests of vulnerable population groups. The prospects for the use of ICT in the provision of social services are highlighted as well. It has been shown that the use of information and communication technologies in the provision of social services will positively affect the quality of the provision of social assistance and social services. The use of these technologies by social institutions makes it possible not only to effectively respond to the challenges of the military situation in Ukraine but also to promptly respond to the requests and needs of social service recipients and provide them with quality services. The authors presented the main ICTs that can be used by social workers when providing social services.

The study assessed the use of information and communication technologies (ICTs) in agricultural extension services delivery among farmers in Yobe state, Nigeria. The specific objectives of the study were to identify the ICTs available to the farmers in the study area, ascertain the level of access to ICTs among the farmers in the study area and identify, determine the use of ICTs among the farmers in the study area, identify the constraints to the use of ICTs among the farmers in the study area. A multistage sampling procedure was used to select 130 respondents for the study. The target populations were obtained from the sampling frame of all contact farmers in the state Agricultural Zones. Both Primary and secondary data were used in the study. Primary data were collected using a well-structured questionnaire and interview schedule, while secondary data were obtained from records of YOSADP, articles, and publications. Data were analyzed using frequency counts, percentages, mean, and Likert scale. The analysis results revealed that mobile phones, radio, internet, and television were the most available and accessible ICT tools used by the sampled respondents in the study area. The severity of the constraints to the use of ICT facilities among the respondents shows lack of electricity supply as the 1st ranked impediment among others (WMS of 3.6), followed by lack of funds and high illiteracy level (WMS of 3.2) each and inadequate access to ICT gadgets (WMS of 3.1). In conclusion, there was low usage of ICT facilities in the study area, and the respondents had low knowledge of useful information, as imposed by some constraining factors. Overcoming these challenges would ensure increased use of ICTs for agricultural activities in the study area. Recommendations such as awareness/sensitization on the use of ICT facilities such as the internet and computer to enable farmers utilize the tools effectively for agricultural information transfer and retrieval, dissemination of agricultural-related information through radio and television programs, as well as mobile phones, would be recommended for agricultural development, the use of renewable energy such as solar panels in the utilization of ICT tools particularly in rural areas and enactment of new government policy for the incorporation of ICT gadgets in extension services delivery to farmers to increase their confidence, competence and skills in using ICTs.

The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.