ASSESSING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING THROUGH VIRTUAL REALITY: A FRAMEWORK FOR ITS ADOPTION IN MACHAKOS TOWN SUB-COUNTY, KENYA

Jacinta Syombua Mbaluka, Dr. Lawrence Mwenda, Miss Grace Mwangi

Abstract


Virtual Reality (VR) has emerged as a transformative technology for enhancing practical skills development in Technical and Vocational Education and Training (TVET) through immersive and simulation-based learning environments. Despite its potential to improve learner engagement, safety, and competency acquisition, empirical evidence on the institutional factors influencing VR adoption in Kenyan TVET institutions remains limited, particularly in semi-urban contexts. This study applied the Technology–Organization–Environment (TOE) framework to examine the technological, organizational, and environmental factors influencing institutional intention to adopt VR in TVET institutions in Machakos Town Sub-County, Kenya. Data were collected from trainees and instructors across six TVET institutions using semi-structured questionnaires and analyzed using descriptive statistics, Pearson’s correlation, multiple regression analysis, and thematic analysis. The findings revealed that technological, organizational, and environmental factors significantly influence institutional intention to adopt VR, with technological readiness emerging as the strongest determinant. The study concludes that VR adoption in semi-urban TVET institutions is feasible but dependent on adequate technological infrastructure, institutional capacity, and supportive external conditions. A TOE-based assessment and adoption framework comprising technological assessment, organizational implementation, and environmental alignment is proposed to guide institutions from readiness assessment through implementation and long-term sustainability.

Keywords: Virtual Reality (VR); Technical and Vocational Education and Training (TVET); Technology–Organization–Environment (TOE) Framework; Technology Adoption; Institutional Readiness; Educational Technology; Immersive Learning; Kenya.


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