A Comparative Study of Digital Pedagogy Adoption in Technical Colleges

Thesis Abstract

The rapid evolution of digital technologies has transformed pedagogical practices in technical colleges, yet there exists limited comparative understanding of the adoption levels and factors influencing digital pedagogy implementation across different institutions. This study investigates the extent and determinants of digital pedagogy adoption in technical colleges through a comparative analysis, aiming to provide evidence-based insights to inform policy and practice. The specific objectives include (1) to assess and compare the current levels of digital pedagogy adoption in selected technical colleges; (2) to identify institutional, technological, and pedagogical factors influencing adoption; (3) to examine the relationship between institutional characteristics and digital pedagogy usage; and (4) to evaluate the barriers and facilitators to digital pedagogy integration within these settings. The research adopts a cross-sectional survey design underpinned by the Technology Acceptance Model (TAM) and the Diffusion of Innovations (DOI) theory, providing a dual-theoretical lens to explore individual and organizational acceptance of digital pedagogical tools. The population comprised 20 technical colleges within the country, with a sampling frame of all lecturers involved in technical instruction. Using stratified random sampling, a total of 400 lecturers were selected, ensuring representation across disciplines, experience levels, and institution types. Data collection employed a structured questionnaire validated through a pilot study that comprised Likert-scale items, multiple-choice questions, and open-ended responses to capture quantitative and qualitative data. Data analysis involved descriptive statistics to profile the general adoption levels and inferential techniques including ANOVA and multiple regression analysis to examine the influence of institutional and individual variables on digital pedagogy usage. Thematic analysis was applied to open-ended responses to uncover contextual factors influencing adoption behaviors. The study expected to reveal significant variations in the extent of digital pedagogy adoption between different colleges, with technocratic and resource-rich institutions demonstrating higher integration levels. Key factors likely to influence adoption include technological infrastructure, pedagogical training, administrative support, and lecturers’ attitudes moderated by perceived ease of use and usefulness. The anticipated findings will contribute novel insights into the comparative landscape of digital pedagogy in technical education, highlighting best practices and barriers unique to different institutional contexts. This study fills a notable gap in the existing literature concerning cross-institutional differences and the contextual factors shaping digital pedagogy adoption in technical colleges. The resulting conceptual framework integrates TAM and DOI, offering a comprehensive model for understanding and enhancing digital pedagogy integration. Main conclusions are expected to underscore the importance of targeted capacity-building initiatives, infrastructural investments, and policy frameworks that foster a culture of innovation and continuous professional development among vocational educators. Recommendations will include strategic focus areas for policymakers and institutional leaders to facilitate scalable, sustainable digital pedagogy adoption, alongside suggestions for future longitudinal research to track changes over time. Overall, this study aims to advance theoretical understanding and practical approaches to digital pedagogy in technical education, promoting more effective, inclusive, and technologically-driven instructional practices across diverse institutional settings.