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Constraints to the Utilization of Technology-Enhanced Learning Tools by Lecturers for Teaching Vocational and Technical Education Courses
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Author(s): Chiamaka Adaobi Chukwuone (University of Nigeria, Nsukka, Nigeria), Chibueze Tobias Orji (University of the Witwatersrand, South Africa), Lilian Ogechi Nwandu (University of Nigeria, Nsukka, Nigeria), Ashagwu Ojang Okadi (University of Nigeria, Nsukka, Nigeria), Ifeanyi Benedict Ohanu (University of Nigeria, Nsukka, Nigeria), Toochukwu Eleazar Ejiofor (University of Nigeria, Nsukka, Nigeria), Nnenna Ekpereka Ibezim (University of Nigeria, Nsukka, Nigeria)and Emmanuel Chukwugozie Osinem (University of Nigeria, Nsukka, Nigeria)
Copyright: 2026
Pages: 36
Source title:
Reimagining Global Vocational Teacher Education Through Technology-Enhanced Learning (TEL)
Source Author(s)/Editor(s): Chibueze Tobias Orji (University of the Witwatersrand, South Africa)
DOI: 10.4018/979-8-3373-5865-9.ch003
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Abstract
This study examined constraints to the use of TEL among vocational and technical education lecturers. Using an explanatory mixed-methods design, data were collected from 318 lecturers through a questionnaire and interviews. Quantitative data were analysed descriptively, while qualitative data were thematically analysed. Findings showed reliance on accessible tools such as WhatsApp, Zoom, and Telegram, with limited use of learning management systems. Key constraints included inadequate ICT infrastructure, unstable power supply, poor internet connectivity, and weak institutional support. Qualitative results indicated that these challenges interact to shape adaptive reliance on low-cost technologies. The study concludes that while TEL has strong potential to enhance teaching and practical skills development, its effectiveness is constrained by systemic challenges, requiring coordinated investment in infrastructure, institutional support, and capacity building.
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