Speaker
Description
Yerima, C. N.
Kaduna State College of Education Gidanwaya
coeasugidanwaya@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study examined the effect of digital innovations on learner-centered pedagogies in teaching Technical Education in Colleges of Education in North - west, Nigeria. Using a quasi-experimental, mixed-methods design, data were collected from 180 NCE students and 30 lecturers across three Colleges of Education. Instruments included a Technical Skills Acquisition Test, Student Engagement Questionnaire, Classroom Observation Checklist, and lecturer interviews. Quantitative data were analyzed using ANCOVA at .05, and qualitative data were thematically analyzed. Results showed moderate use of simulations, e-learning platforms, and mobile tools. Students exposed to digital-enhanced learner-centered pedagogy had significantly higher skill acquisition than those taught traditionally, F (1, 177) = 22.31, _p < .001, η² = .11. Key challenges were poor ICT infrastructure, low digital literacy, and inconsistent power supply. Digital innovations significantly enhance learner-centered pedagogy and skill outcomes in Technical Education with adequate institutional support.
Keywords: learner-centered pedagogy, technical education, digital innovation, skill acquisition, TVET