Learning Innovation Utilization in Technical Education: A Quantitative Study

Abstract

This paper investigated students' perceptions and usage of learning innovations in technical and vocational education and training (TEVT) colleges in Punjab, Pakistan. Technologies explored included computers, software, internet, CDs/DVDs, and multimedia. A survey methodology gathered input from 406 randomly selected students pursuing technology-related diploma and undergraduate programs. It was a quantitative study. Keeping in view the objective of the study, a 5-point Likert scale was developed. The data were analyzed through Statistical Package for Social Sciences (SPSS) 20. Findings revealed foundational technology access is decent, including computer availability (mean=3.44) and internet connectivity (mean=3.90). Self-professed digital literacy levels were also relatively high (mean=3.59). However, actual integration into instruction lagged in areas like leveraging software tools (mean=3.16), multimedia systems (mean=3.76), and especially CD/DVDs (mean=2.75). Analysis illuminated gaps between infrastructure readiness and full-fledged adoption to enhance learning experiences. Students showed an appetite for online self-directed usage, though formal blended integration models are still developing. Findings confirm that while technical access provides a starting point, TEVT institutions should still activate progress through teacher readiness, active learning pedagogies, and reduced barriers inhibiting sophisticated digitally enabled instruction. Strategic commitments can leverage student capabilities toward truly immersive technical education fitting industry innovation.