Bridging the Digital Divide: Enhancing Workforce Readiness Through Technology Integration in Kenyan TVET Institutions

Abstract

The purpose of this paper is to investigate the extent to which digital technologies enhance workforce readiness at Nyandarua National Polytechnic, using the Technological Pedagogical Content Knowledge (TPACK) framework as a theoretical lens. The population of the study included trainees, trainers, administrators and ICT staff at Nyandarua National Polytechnic. A total sample of 384 respondents from this population was determined using Fisher's formula.  The study adopted a descriptive survey design. Sampling was done through a stratified random sampling method to select trainees and trainers across departments. Purposive sampling was used to target ICT staff and council members due to their specialised roles. Data was collected through structured questionnaires, interview guides and document analysis. Quantitative data were analysed using SPSS, while qualitative responses were thematically coded. Findings reveal that 28.8 per cent of trainers integrate digital technology in teaching, constrained by infrastructural limitations, uneven departmental adoption, and gaps in trainer competence, particularly in digital pedagogy and industry exposure. Gender disparities in digital engagement persist, though signs of narrowing are evident. There is limited involvement of industry stakeholders in shaping digital curricula. Recommendations include targeted investment in digital infrastructure, mandatory digital pedagogy training for trainers, curriculum reform to embed digital literacy, and strengthened industry-academic partnerships. The findings suggest the urgent need for deliberate and well-structured interventions that meet institutional needs. Additionally, it contributes to policy discourse on inclusive digital transformation in TVET and its strategic role in preparing learners for a technology-driven workforce.