Impact of Integration of Modern Digital Technology Platforms in Teaching and Learning at the Technical and Vocational Education and Training (TVETs) in Kenya

Provision of quality education is one of the cornerstones of the United Nations’ sustainable development goals. Attempts at increasing the quality of education has embraced the use of modern technologies including the technology platforms. In the 21st century, learners at the Technical and Vocational Education and Training (TVETs) need quality education, which may be enhanced by integrating modern digital technology platforms in teaching and learning. However, there is less research outputs in this realm. The aim of the study was to determine the impact of integration of modern digital technology platforms in teaching and learning at the TVETs in Kenya. The study relied on both the descriptive and explanatory research designs. The target populations were 367,925 students and 7645 tutors/trainers distributed among 2,287 registered and licensed TVETs in Kenya. A samples size of 245 students and similar number of tutors/trainers were selected in 96 TVETs. Data were collected through questionnaires. Data were analyzed using descriptive statistics and multiple linear regression model. The study established that the overall mean access to modern digital technology platforms was 42.3% for the students and 46.1% for the tutors, which suggest low access to these modern digital technology platforms. Moreover, 77.6% of the total variation in the learning outcomes was attributed to the modern digital technology platforms. The study concluded that modern digital technology platforms positively influence teaching and learning at the TVETs. The study recommends that tutors/trainers and tutors who were trained without ICT content should organize and undertake such courses in higher learning institutions to develop the requisite modern ICT competencies. Therefore, the study recommends that tutors/trainers without adequate digital platform knowledge should organize and undertake refresher courses in higher learning institutions to develop the requisite competencies. The study also recommends that digital knowledge should be integrated in all the subjects being taught at the TVET to help improve the quality of teaching and learning. The management of the institutions should also undertake necessary training in digital competencies to enhance their ability to implement the policy of ICT integration in curriculum within the institutions. In general digital technology should be adopted by all TVETs in their curriculum for Competency Based Education (CBET) learning outcomes.