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Emerging Technologies and AI in TEVET: A Theoretical and Pedagogical Perspective on Competency-based Skills Training
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Abstract
Emerging technologies, AI in particular, are reshaping the global landscape of tertiary-level and vocational-level education. These developments provide opportunities and pose challenges for issues of access, relevance, and effectiveness within TVET systems based on Competency-Based Training (CBT). This article is a theoretical treatment of AI and other emerging technologies and their pedagogical implications for skills training. It reviews conceptual literature from across the globe around the Technology-Organization-Environment (TOE) framework, grounded in constructivist and heutagogical learning theories, to analyse the conceptual use of intelligent tutoring systems, virtual laboratories, and learning analytics in technical education, reflecting also on Zambia's TEVET sector as a contextual example. In aligning with educational theory, the paper elucidates how, depending on pedagogical fit and institutional context, emerging technologies either assist or precipitate detriment for CBT.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 1477
Country
Zambia
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)