ABSTRACT: The use of computer technology and digitalization in the classroom has grown in importance, leading to research into how these tools affect students' ability to learn. Technical and vocational education and training (TVET) is central to Nigeria’s strategies for workforce development, technological innovation and poverty reduction. Globally, digital technologies and learner-centered electrical/electronic pedagogies have transformed how technical competencies are taught. However, information and communication technology (ICT) integration in electrical/electronic technology (EET) education is still at nascent stage throughout Nigeria, particularly in the government technical institutions of Ekiti State. This study therefore evaluates the pace of integrating information and communication technology-driven pedagogies in Ekiti state government technical colleges in Nigeria. Quantitative survey methodology of the descriptive type was employed. The study targeted all students enrolled in electrical and electronic technology programs at the government technical colleges in Ekiti State, and a stratified random sample technique was engaged to select 323 students. Descriptive statistics were used to answer the four research questions raised with the use of a validated questionnaire (r=0.91). The results show that ICT tools, are effectively absent from the instructional repertoire in these technical colleges; institutional integration of ICT in these technical colleges is profoundly deficient; ICT tools not only absence but also potential misalignment between tool availability and pedagogical implementation; with systemic obstacles to ICT-driven pedagogical innovation in these technical colleges. Implications of these to the government policy on ICT-driven pedagogy was discussed and swift stakeholders’ interventions was recommended among others.

ABSTRACT: This study aimed to increase understanding of how the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs and service quality of Moodle Learning Management System (LMS) influence its acceptance among college of education students. The UTAUT model was extended to include service quality, capturing technical support, system reliability, and user satisfaction, which is crucial in Ghanaian Colleges of Education, where LMS effectiveness depends on institutional support and service delivery. The study was guided by three research questions examining students’ perceptions of key UTAUT constructs, service quality, behavioural intention, and use behaviour in relation to Moodle LMS in Ghanaian Colleges of Education. It also explored the influence of performance expectancy, effort expectancy, and social influence on behavioural intention, as well as the effects of facilitating conditions, service quality, and behavioural intention on actual use behaviour. A descriptive and confirmatory cross-sectional survey design was employed for the study. Multi-stage sampling approach was used to select a sample of 382 students for the research. A questionnaire was designed to assess students’ perceptions of performance expectancy, effort expectancy, social influence, facilitating conditions, service quality, behavioural intention, and use behaviour. Structural Equation Modelling (SEM) was used to analyse relationships of the effects of UTAUT constructs and service quality on behavioural intentions and use behaviour. The results indicated a positive but weak influence of performance expectancy and effort expectancy on behavioural intentions. Social influence, however, had a strong effect on behavioural intentions while service quality had a moderate effect on use behaviour of students to use Moodle LMS. The study suggests that colleges of education should prioritize strategies that leverage social influence, such as peer support and instructor endorsements as well as the service quality, to enhance students' intentions to use Moodle LMS.

ABSTRACT: Learning styles have long been widely used in the educational literature to explain individual differences and to support the personalization of instruction. However, these approaches have been subject to significant empirical and theoretical criticism in recent years, largely due to the assumption that learning styles represent stable and instructionally dominant characteristics. At the same time, the rapid proliferation of artificial intelligence (AI)-supported learning environments has necessitated a reconsideration of learning as an adaptive, contextual, and process-oriented phenomenon. In this context, how AI structures learning experiences and what this implies for the concept of learning styles remain conceptually underexplored. The aim of this study is to critically reexamine the learning styles literature in the age of AI and to discuss how AI-mediated learning environments transform this concept. The study reviews classical approaches to learning styles and the major critiques directed at them, and then examines the underlying logic of personalization in AI-based adaptive learning systems. In the critical discussion, it is argued that the widespread claim that AI “changes” learning styles is based on assumptions that treat learning styles as fixed traits. Instead, learning in AI-supported environments is conceptualized as a dynamic, context-sensitive, and temporally evolving process. The paper proposes that learning styles should be reconceptualized not as stable individual traits but as dynamic learning orientations that emerge within AI-mediated learning processes. It is suggested that this conceptual shift provides a more explanatory framework for understanding learning in contemporary educational contexts and offers important implications for instructional design and future empirical research.