Instructors' perceptions of digital technology use in technical and vocational education and training

  This study examines the perspectives of TVET instructors on the use of digital technology and the support they receive at a Vocational Training Centre in Namibia. Technology integration in education and training has elicited various responses from different stakeholders, influencing business operations and it will enhance teaching and learning outcomes in vocational settings. Furthermore, the willingness of TVET staff and instructors to adopt and make use of technology indicates an institution's readiness to incorporate technology into the learning environment. A qualitative research approach and Interpretative Phenomenological Analysis (IPA) were employed, using semi-structured interviews and focus group discussions with a sample of TVET instructors and management from VTC in Namibia. The data gathered were analysis thematically using the Provalis Research QDA miner application and Microsoft Word text-based data to relate to instructors' experiences with digital technology use and the adequacy of support mechanisms. The study revealed that the integration of technology in the classroom was potentially beneficial, aligned with the training objectives of the respondents, convenient, and secure in aiding the TVET institution in achieving its educational goals by improving instructional delivery and enhancing trainee engagement.