Framework for enhancing educational technology adoption by adult learners in Zimbabwe’s vocational training centers

Abstract

The study centred on enhancing educational technology adoption through adult learning in Zimbab wean Vocational Training programmes. The study adopted a mixed methods approach and employed an explanatory sequential design This study aims to develop a comprehensive framework to enhance the adoption of educational technologies among adult learners in Z imbabwean vocational training centres. Despite the potential benefits of technology in improving educational outcomes and skill s acquisition, the integration of such technologies has been inconsistent, and hindered by factors such as inadequate infrastruct ure, insufficient training, and varying attitudes towards technology. This research identifies the types of educational technologies currently utilized in vocational training programmes and analyses the key factors influencing their adoption. Additionally, it evaluates adult learners' attitudes towards modern educational technologies and assesses the competency of facilitators in implementing these tools effectively. By synthesising these insights, the study proposes a strategic framework designed to promot e and facilitate the effective adoption of educational technologies, ultimately enhancing the learning experience and employability of adult learners in Zimbabwe. The findings aim to inform policymakers, educators, and training institutions on best practic es for technology integration in vocational education. An explanatory sequential research design was employed as the research paradigm. Semi structured questionnaires, a closed questionnaire, an observation checklist and an interview guide were used as the research instruments. Random sampling was used to select participants for quantitative data whereas purposive sampling was used to select respondents for the interviews. Three hundred and forty respondents were selected for the quantitative part whereas t en were selected for the qualitative phase. Quantitative data were analysed through descriptive statistics whereas qualitative data was coded into thematic areas for analysis The study also recommends that the Ministry of Youth Empowerment, Development an d Vocational Training could enhance the Technology Acceptance Model (TAM), and the Diffusion and Adoption Theory. The TAM is an information systems theory that models how users come to accept and use technology. The Diffusion and Adoption Theo ry on the ot her hand, is a more general framework that tries to explain how p eople adopt new ideas, products and services. In addition, the Student Facilitator, Organisational, Technology and Outcome (SFOTO) framework which could be applied in other similar education al contexts, was highlighted. The researcher suggested that further study could be done on the challenges faced by adult learners in educ ational technology adoption in v ocational training centres in Zimbabwe.