Utilization of technology-enhanced learning tools for sustainable skills acquisition and graduate employability in tertiary institutions in Nigeria

Abstract

Purpose The purpose of this study is to explore the key technology-enhanced learning (TEL) tools vocational and technical education (VTE) teachers should learn to promote sustainable skills acquisition and graduate employability, the experiences of VTE teachers about TEL tools and the extent of the relationship between years of teaching experience and the experiences of VTE teachers about TEL tools. Design/methodology/approach The sample for the study is 318 teachers from 6 tertiary institutions that offer the majority of VTE programs in Nigeria. The instrument for data collection was developed by the researchers and was validated by five experts. The overall reliability index of the instrument is 0.81. Findings The study found that in order to use TEL tools, VTE teachers must learn effective instructional delivery and found the experiences of VTE teachers with TEL tools as well as the relationship between teachers' years of experience and experiences of VTE teachers about TEL tools. Also, the study found that access to TEL tools mediates the relationship between VTE teachers' utilization of TEL tools and their performance in utilization of TEL tools. Originality/value VTE teachers need to learn how to use TEL tools for effective online instructional delivery during and post-emergency situations.