Technology integration status in TVET colleges: evidence from Sheger City, Ethiopia

Abstract The integration of digital technology into Technical and Vocational Education and Training (TVET) institutions is critical for developing workforce preparation and matching educational outcomes with changing industry needs. This study, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory, examines the factors and barriers of technology adoption at five TVET institutions in Sheger City, Ethiopia. Quantitative data was gathered from 413 participants to examine fundamental UTAUT variables, including performance expectancy related to the perceived advantages of technology for learning results, such as the Certificate of Competence (COC) test. Effort expectancy was assessed in terms of how easy respondents find it to use digital technologies. Social influence was considered from the perspective of teachers’ readiness to incorporate technology into their teaching. Lastly, facilitating conditions, including support from management, were analyzed to understand how they impact the acceptance and use of technology within these institutions. Activity Theory contextualizes the findings by examining the dynamic interaction of students and instructors, tools (digital technologies), communities (TVET institutions), and rules (curriculum and policy frameworks), revealing systemic tensions that impede effective integration. Adoption percentages vary greatly, ranging from 81% at Sebeta TVET College to 61% at Sululta TVET College, reflecting differences in institutional preparation. Challenges include poor infrastructure (identified by 67.8% of respondents), limited access to industry-standard software, and a lack of digital literacy, all of which have a direct influence on the mediating tools and community support structures. Logistic regression reveals that institutional affiliation and field of study have a substantial impact on student performance in the COC test, although gender and internet access had little influence. Technical disciplines, such as automotive and construction technology, have significant integration issues, indicating deeper conflicts within the activity system and a lack of alignment between curriculum and technological instruments. The study underlines the value of institutional (management) support, focused instructor training, and curriculum-industry alignment in improving enabling conditions and resolving systemic inconsistencies in technology integration. Recommendations include strategic infrastructure investments, extensive digital literacy campaigns, and regulatory and policy reforms to harmonize the activity system’s components to best suit these TVETs toward technology integration. These findings add to the wider discussion of digital transformation in TVETs, providing a theoretically supported framework for policymakers and educators looking to maximize technology-mediated vocational trainings.