Methodology Article
Digital Readiness, Pedagogical Transformation, and Learning Outcomes in Technical and Vocational Education and Training Institutions in Sierra Leone
Issue:
Volume 10, Issue 1, June 2026
Pages:
1-9
Received:
5 February 2026
Accepted:
14 February 2026
Published:
4 March 2026
DOI:
10.11648/j.ajeit.20261001.11
Downloads:
Views:
Abstract: The rapid expansion of digital technologies has reshaped educational systems globally, placing new demands on Technical and Vocational Education and Training (TVET) institutions to deliver skills that are responsive to digitally driven labour markets. In Sierra Leone, national policies emphasise digital transformation in education; however, empirical evidence on how institutional digital readiness influences pedagogical practices and learning outcomes within TVET institutions remains limited. This study examined the relationships among digital readiness, pedagogical transformation, and learning outcomes in TVET institutions in Sierra Leone. A mixed descriptive and explanatory research design was employed, drawing on data from 480 respondents (240 students and 240 instructors) across 30 public and private TVET institutions. Data were collected using structured questionnaires and analysed using descriptive statistics and multiple linear regression. The regression model assessed the predictive effects of digital readiness, pedagogical transformation, and institutional characteristics on learning outcomes. Findings revealed that digital readiness and pedagogical transformation levels were generally moderate across institutions. Regression results indicated that digital readiness had a strong and statistically significant positive effect on learning outcomes, while pedagogical transformation played a key mediating role. Institutional characteristics also exerted a significant, though smaller, influence. The study concludes that technology adoption alone is insufficient to improve learning outcomes; rather, meaningful gains occur when digital readiness is supported by pedagogical innovation and enabling institutional conditions. The findings provide evidence to inform policy, institutional planning, and capacity-building strategies aimed at strengthening TVET delivery and workforce preparedness in Sierra Leone’s digital era.
Abstract: The rapid expansion of digital technologies has reshaped educational systems globally, placing new demands on Technical and Vocational Education and Training (TVET) institutions to deliver skills that are responsive to digitally driven labour markets. In Sierra Leone, national policies emphasise digital transformation in education; however, empiric...
Show More
,
Angella Magdalene George
