Speaker
Description
Yerima, C. N.
KADUNA STATE COLLEGE OF EDUCATION GIDANWAYA, NIGERIA
coasugidanwaya@gmail.com
Track: Digital Pedagogy and Teaching Innovation
Advancing Learners -Centered Pedagogies in Technical Education Education through Digital Innovations in Colleges of Education in North West, Nigeria
Christopher Nuhu Yerima, PhD
Technical Education Department, Kaduna State College of Education, Gidanwaya, Nigeria
Prepared for presentation at the International Conference on Digital Innovations and Higher Education [ICDIHE 2026]
University of Kigali, Rwanda, 23–27 November 2026
Conference Theme: Digital Innovations and Higher Education
Abstract
This empirical study examined the effect of digital innovations on the advancement of learner-centered pedagogies in teaching Technical Education courses in Colleges of Education in Kaduna State, Nigeria. The main objective was to determine the extent to which digital innovations facilitate learner-centered instruction and to assess their influence on students’ practical skill acquisition and engagement. Three research questions guided the study. A quasi-experimental, mixed-methods design was adopted. Data were collected from 180 NCE Technical Education students and 30 lecturers selected through stratified random sampling across three Colleges of Education. Instruments included a Technical Skills Acquisition Test, Student Engagement Questionnaire, Classroom Observation Checklist, and semi-structured lecturer interviews. Quantitative data were analyzed using descriptive statistics, independent t test, and ANCOVA at the .05 level of significance, while qualitative data were thematically analyzed using NVivo 14. Results indicated moderate adoption of digital innovations such as simulations, e-learning platforms, and mobile learning tools to support learner-centered instruction. Testing of the hypothesis revealed a significant difference in practical skill acquisition between groups after controlling for pre-test scores, F (1, 177) = 22.31, p < .001, η² = .11. Students exposed to digital-enhanced learner-centered pedagogy recorded higher adjusted mean scores [M = 38.42, SD = 4.15] than those taught using traditional methods [M = 32.18, SD = 5.03]. Key challenges included inadequate ICT infrastructure, limited digital literacy among lecturers, and inconsistent power supply. The study concludes that digital innovations significantly enhance learner-centered pedagogies and improve skill outcomes in Technical Education when supported by institutional investment and capacity building.
Keywords: learner-centered pedagogy, technical education, digital innovation, skill acquisition, TVET