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Inclusive Digital Transformation in TVET: Leveraging the Articulate 360 for Equitable, Accessible, and Industry-Aligned Learning
Abstract
This study examines the transformative impact of Articulate 360 on promoting inclusive, accessible, and industry-aligned digital learning within Technical and Vocational Education and Training (TVET) institutions in Kenya. Employing a mixedmethods research design, the inquiry integrates quantitative surveys, qualitative interviews, and focus group discussions to comprehensively evaluate the efficacy of Articulate 360 in curriculum modernisation, learner engagement, and professional development of trainers. The research is theoretically anchored in Universal Design for Learning (UDL) and Constructivist Learning paradigms, emphasising learner-centred, flexible, and equitable educational experiences.
Empirical data were collected from a stratified sample of 60 participants, encompassing trainees 32, trainers 17, and policymakers 13 across diverse TVET disciplines. Using a mixed-methods design, data were collected through structured questionnaires and key informant interviews from a stratified sample of 60 participants from the TVET sector, and analysed using Python's Matplotlib library. The findings reveal that Articulate 360 enhances interactivity, accessibility, and alignment with industry standards, fostering equitable, inclusive participation and skill acquisition among learners. Notably, 86.7% of trainees and 94.1% of trainers affirmed the platform’s inclusivity and accessibility features, while 90% of trainer trainees reported increased job readiness attributable to engaging with Articulate 360 modules. The study identifies several challenges, including infrastructural deficits, inconsistent digital literacy, limited access to devices, and gaps in policy integration. Trainers emphasised the need for advanced professional development and supplementary digital tools to fully leverage the platform’s potential. Furthermore, only 64.7% of trainers reported full alignment with competency-based education and training frameworks, underscoring the necessity for ongoing curriculum reform and industry collaboration. While Articulate 360 serves as a catalyst for digital transformation in TVET, its optimal impact is contingent upon strategic investments in digital infrastructure, robust policy frameworks, and continuous building capacity for trainers. Finally, the institutionalisation of inclusive digital design standards, comprehensive continuous professional development for educators, expanded access to digital resources, and the integration of complementary technologies are for supporting online learning environments. These measures actualise an equitable, future-ready TVET system aligned with Kenya’s Vision 2030 and Digital Economy Blueprint, ensuring no learner is left behind.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5047
Country
Kenya
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)