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Use of Disruptive Technologies 4IR/AR/AI in Technical, Vocational and Training Institutions to Enhance Higher Education in Sub-Sahara, Africa; Case of Kenya

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  • Betty Chepngetich Tonui

    (Moi University)

  • Philomena Chepsiror

    (Moi University)

  • Lydia Kosgei

    (Moi University)

Abstract

This study focuses on the use of disruptive technologies in Technical, Vocational Education and Training (TVET) institutions, with a particular focus on Sub-Saharan Africa, East Africa, and Kenya. These technologies include those from the Fourth Industrial Revolution (4IR), Artificial Intelligence (AI), Augmented Reality (AR), and mobile devices. To get a thorough grasp of the subject, the study uses a mixed-methods strategy that combines qualitative and quantitative data collection methodologies. According to the study’s findings, a sizable portion of TVET institutions in the targeted regions has included disruptive technologies into their instructional strategies. The use of 4IR technologies, including mobile devices, AI, and augmented reality, has shown potential advantages for vocational education. These technologies have made it easier to personalize instruction, boost the development of practical skills, and increase student engagement. Students can practice technical skills in a secure and regulated setting by using augmented reality, in particular, to create immersive and engaging learning experiences. However, the study also points out a number of difficulties in integrating disruptive technology into TVETs. These difficulties include resource limitations and infrastructure restrictions, such as erratic internet connectivity. Professional development and teacher preparedness are essential for successfully integrating disruptive technology into the curriculum. It is crucial to offer continuing education courses that give teachers the pedagogical knowledge and practical skills they need. The report also emphasizes the significance of resource allocation, strategic alliances, and legislative interventions in order to assist the adoption and integration of disruptive technologies in TVET institutions. Collaborations between TVET institutions, industry partners, and governmental organizations are essential for exchanging resources and knowledge and advancing the development of skills that are applicable to industry.

Suggested Citation

  • Betty Chepngetich Tonui & Philomena Chepsiror & Lydia Kosgei, 2025. "Use of Disruptive Technologies 4IR/AR/AI in Technical, Vocational and Training Institutions to Enhance Higher Education in Sub-Sahara, Africa; Case of Kenya," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(4), pages 219-227, April.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:4:p:219-227
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    References listed on IDEAS

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    1. Schuelke-Leech, Beth-Anne, 2018. "A model for understanding the orders of magnitude of disruptive technologies," Technological Forecasting and Social Change, Elsevier, vol. 129(C), pages 261-274.
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