INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Impact of Integration of Emerging Technologies into Technical
Education Curricula and their Influence on Students’ Learning
Outcomes in South West University of Education in Nigeria.
Dr. Ogunbote Shefiu, Dr. Dawodu, Rasheed Adegbenro, Dr. Adegunle, Felix Omotayo, Adenuga,
Babatunde Adeyemi
Department of Technology Education, Lagos State University of Education, Oto/Ijanikin, Lagos State,
Nigeria
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000357
Received: 12 October 2025; Accepted: 19 October 2025; Published: 12 November 2025
ABSTRACT
The integration of emerging technologies is transforming technical education by redefining how students acquire
knowledge and practical skills. In today’s innovation-driven world, tools such as Virtual Reality (VR),
Augmented Reality (AR), Artificial Intelligence (AI), robotics, and gamified learning platforms offer creative
approaches to improve teaching, learning, and employability. The purpose of this study was to assess the extent
of integration of emerging technologies into the technical education curriculum at the South West University of
Education in Nigeria and to examine their influence on students’ learning outcomes in terms of academic
performance and skill acquisition. A descriptive survey design was adopted, and a validated 30-item
questionnaire was administered to 116 participants (85 students and 31 lecturers) across Lagos, Ogun, and Ekiti
States. The instrument yielded a reliability coefficient of 0.80, confirming strong internal consistency. The data
was analyzed using descriptive and inferential statistics. Findings revealed that, although integration remains
limited, the use of emerging technologies has a positive influence on students’ academic performance, practical
competence, and motivation. The study concludes that integrating digital tools into technical education enhances
learning effectiveness and skill readiness. It recommends curriculum reform, continuous teacher training, and
stronger industry partnerships to maximize the benefits of technological innovation.
Keywords: Technical Education, Emerging Technologies, Students’ Learning Outcomes, skill acquisition.
INTRODUCTION
Technical education plays a fundamental role in preparing students for careers in today’s evolving labor market,
especially in developing countries like Nigeria. It is not only about knowledge transmission but also about
equipping learners with relevant, practical, and adaptable skills. With the global economy being reshaped by
technological advancements, the integration of emerging technologies into technical education curricula has
become essential. Tools like Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI),
robotics, gamification, and other digital learning platforms are increasingly being adopted in educational systems
worldwide to enhance teaching and learning (Bozalek et al., 2013; Ebekozien et al., 2022). As industries undergo
rapid digital transformation, educational institutions must evolve to keep pace. Technical education is no longer
confined to traditional workshops or classroom-based learning. Instead, it is becoming increasingly digital,
immersive, and student-centered. These changes are especially crucial in Nigeria, where aligning education with
the modern workforce's demands is vital for national development and individual empowerment (Ogbuanya &
Chukwuedo, 2017). Emerging technologies are tools or systems still evolving, yet are expected to transform how
we live, work, and learn. According to Bailey (2022), these technologies possess disruptive potential, often
creating new markets and solving complex challenges. In technical education, they enable learners to engage in
risk-free simulations of real-world tasks, thus enhancing experiential learning and safety (Abidoye et al., 2022;
Hajirasouli et al., 2023).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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AI, another transformative force, enables adaptive and personalized learning. By analyzing students' learning
behavior, AI systems can adjust content delivery to meet individual needs, provide timely feedback, and guide
learners through mastery of concepts (Maghsudi et al., 2021). This personalized approach increases efficiency
and effectiveness in learning, particularly for diverse learners in technical fields. Gamification, the use of game
design elements in educational settings, has also shown promising results. It enhances student engagement,
motivation, and collaboration by incorporating challenges, rewards, and competitive learning environments
(Flores & Santos-Guevara, 2021). These interactive strategies are especially effective in keeping students
involved in hands-on, technical subjects. Robotics and automation are also reshaping both industry and
education. They not only reflect current industrial practices but also help students develop critical problem-
solving and teamwork skills. Robotics laboratories enable learners to apply their knowledge in designing and
troubleshooting systems, reinforcing both theoretical and practical competencies (Madaev et al., 2023; Zhao &
Siau, 2017). As these technologies replace traditional manual jobs, training students to use and innovate with
them has become a priority.
Moreover, data-driven learning environments and analytics now influence educational delivery and assessment.
Through continuous data collection and analysis, instructors can track progress, personalize instruction, and
refine curricula. Despite these advances, technical education in Nigeria continues to face significant challenges.
Institutions like the South West University of Education are often constrained by outdated curricula, insufficient
funding, and inadequate teacher training (Aina & Adio, 2020). These limitations hinder the full integration of
technologies such as 3D printing, CAD, modern welding systems like MIG and TIG, and digital modeling tools
that are already standard in global industries. Central to the discussion is the concept of students’ learning
outcomes, what students are expected to know, do, and value after an instructional experience. These outcomes,
spanning cognitive, affective, and psychomotor domains, are key indicators of educational effectiveness (OECD,
2008). Factors influencing learning outcomes include curriculum relevance, instructional strategies, and student
engagement, and by introducing immersive technologies, educators can foster deeper learning and promote
higher-order thinking (Fraser, 1998). Skill acquisition, the bedrock of technical education, involves the
internalization of practical abilities and problem-solving skills through repetition, feedback, and real-world
application. Innovations such as VR and simulation technologies are making this process more efficient by
offering safe, repeatable, and engaging learning experiences (Bozalek et al., 2013).
While the Nigerian National Policy on Education (FRN, 2014) promotes functional curricula that encourage
innovation and self-reliance, implementation gaps persist. There is limited research on how emerging
technologies directly impact student learning outcomes across all areas: cognitive, psychomotor, and affective
in Nigerian universities of education. This study, cosequently seeks to investigate the impact of integrating
emerging technologies into technical education curricula on students’ learning outcomes at South West
University of Education in Nigeria. It aims to provide evidence on how such integration can bridge current gaps
in skill acquisition and academic performance, ultimately enhancing graduate employability and contributing to
national development.
LITERATURE REVIEW
The integration of emerging technologies into technical education is transforming how students learn and apply
practical skills. Tools like Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI), robotics,
and digital learning platforms are increasingly central to modern teaching methods, promoting immersive and
interactive learning environments that align with current workplace demands.
Virtual Reality stands out for its ability to simulate real-life work scenarios such as welding or machining in a
safe, cost-effective environment. It allows learners to practice repeatedly, improve performance, and build
confidence without the risk of injury or resource waste (tomDieck et al., 2021). Augmented Reality, on the other
hand, enhances physical learning spaces by overlaying digital content on tools and systems, helping students
visualize complex tasks. This has improved learning accuracy in trades like plumbing and metalwork (Kwiatek
et al., 2019; Agrawal & Pillai, 2020; Papakostas et al., 2022). Isham et al. (2021) also asserted that VR-trained
students outperformed peers trained through traditional methods.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Robotics and AI bring additional value by developing problem-solving and adaptability skills. AI-powered
platforms track student progress and provide real-time feedback, making learning more personalized (Kong et
al., 2023). Mobile learning apps and online simulations further expand access to flexible, self-paced training
(Logan et al., 2021; Prasetya et al., 2023). Blended learning, integrating theory with hands-on practice, has also
been shown to deepen students’ understanding. Erdem & Sirinterlikci (2015) noted that integrating labs with
classroom instruction strengthens links between concepts and real-world application. Gamification, too, fosters
engagement by making learning more interactive and fun, particularly in tactile subjects like welding (Amiruddin
et al., 2023; Vasilevski & Birt, 2020; Zulfabli et al., 2019). Technologies like VR and AR also simulate real
workplace conditions, preparing students before graduation while promoting soft skills like communication,
collaboration, and independent learning (Lan et al., 2013; Lavrentieva et al., 2020; Rennie, 2019; Lin & Wang,
2021).
However, Nigerian technical education faces major implementation challenges, including outdated curricula,
poor infrastructure, and a lack of trained educators (Aina & Adio, 2020; Adeyemo, 2020). Ogunlade (2022)
identified a gap between students' skills and market needs, prompting calls for urgent curriculum reforms
(Balogun, 2024). Research affirms that emerging technologies boost engagement, technical mastery, and
academic success (Yusuf et al., 2021; Aguayo et al., 2017; Sepasgozar, 2020). Rooted in constructivist theory,
that emphasizes hands-on, real-world learning (Vygotsky, 1978), these innovations support both mental and
manual skill development (Adegbite & Olumide, 2021). Scholars agree that digital integration is no longer
optional, but is essential (Hussein, 2023; Hajirasouli & Banihashemi, 2022; Leon et al., 2021; Tumpa et al.,
2022). This literature review underscores both the potential and the pressing needs within Nigerian institutions
like the South West University of Education.
Statement of the Problem
Rapid technological advancement is reshaping industries and demanding new skill sets, especially in technical
fields. However, technical education in Nigeria, particularly institutions in South-West University of Education,
has struggled to keep pace. Despite policy commitments, many programs still rely on outdated curricula, tools,
and teaching methods, resulting in a mismatch between classroom training and workplace needs (Okolie et al.,
2020; Aina & Adio, 2020). Globally, emerging technologies like VR, AR, AI, and robotics are revolutionizing
industrial practices (OECD, 2021; UNESCO-UNEVOC, 2022), yet their adoption in Nigeria’s technical
institutions remains limited. Barriers include poor infrastructure, limited teacher capacity, and slow curriculum
updates (Olumorin et al., 2018; Lawal & Ibrahim, 2021). while studies highlight the benefits of technology
integration (Ogbuanya & Chukwuedo, 2017; Adegbite & Olumide, 2021), evidence from universities of
education in South West Nigeria is scarce. This study addresses that gap.
Purpose of the Study
The main purpose of this study is to investigate the impacts of integrating emerging technologies into technical
education curricula and their influence on students' learning outcomes in South-West University of Education,
Nigeria. In particular, the study aims to:
To assess the extent of integration of emerging technologies in technical education curricula in the South-West
University of Education, Nigeria.
To assess the integration of emerging technologies in the technical education curriculum on students’ learning
outcomes in terms of academic performance and skill acquisition
Research Questions
To what extent have emerging technologies been integrated into technical education curricula in South-West
University of Education in Nigeria?
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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How does integration of emerging technologies in technical education curriculum influence students’ learning
outcomes in terms of academic performance and skill acquisition in South-West University of Education in
Nigeria?
Hypotheses
Ho₁: There is no significant difference between the integration of emerging technologies and students’ academic
performance in South-West University of Education in Nigeria.
Ho₂: Integration of emerging technologies in technical education curriculum does not significantly influence
students’ learning outcomes in terms of academic performance and skill acquisition in South-West University
of Education in Nigeria
METHODOLOGY
This study adopted a descriptive survey research design, which is suitable for investigating current practices,
perceptions, and outcomes in real-life educational settings. The purpose was to gather quantitative data that
represent how emerging technologies are integrated into technical education curricula and how they influence
students’ learning outcomes. The target population comprised all third-year students enrolled in automobile
technology, building technology, electrical/electronic technology, metalwork technology, and woodwork
technology education programmes in South-West University of Education in Nigeria, and all lecturers. A
stratified random sampling technique was used to ensure representation across all major technical fields.
Adopting a descriptive survey design, the research utilized a 30-item questionnaire administered to all lecturers
and students’ in South West University of Education in Nigeria, comprising 116 participants (85 students, 31
lecturers) from Lagos, Ogun, and Ekiti States. The instruments were validated by three lecturers, one from the
University of Lagos, one from Tai Solarin University of Education, Ijebu- Ode and another from Ekiti State
University, Ado Ekiti. Reliability was established using Cronbach’s alpha, yielding a coefficient of 0.80,
indicating a high level of internal consistency. Research Questions were analyzed using mean, and standard
deviation (2.50 and above indicated agreement), while an independent samples test was used to test the
hypotheses at a 0.05 significance level.
RESULTS
Research Question 1: To what extent have emerging technologies been integrated into technical education
curricula South- West University of Education in Nigeria?
Table 1:
S/N Items Statement X SD DECISION
1 Modern Technologies has been introduced into the technical education
curriculum
1.39 0.74 Disagree
2 Emerging technology, such as AR, AI, IOT, and robotics, is used
during instruction.
1.33 0.68 Disagree
3 There adequate arrangement for learners’ to access digital tools and
learning platforms
1.60 0.72 Disagree
4 Virtual or augmented reality tools are used to simulate real-world
applications
1.80 0.98 Disagree
5 The integration of modern technology is reflected in classroom
assessments
1.46 0.62 Disagree
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6 Workshops are equipped with modern technological tools for practical
learning
1.58 0.93 Disagree
7 The university provides simulation software or virtual labs for
technology-based training.
1.42 0.77 Disagree
8 Emerging technologies such as 3D printing or robotics are used during
instruction.
1.53 0.92 Disagree
9 Technology education curriculum reflects current global trends in
technology (e.g., automation, AI, robotics).
1.36 0.74 Disagree
10 There is frequent training on the use of digital instructional tools. 1.40 0.81 Disagree
11 The use of digital tools is encouraged across all departments. 1.67 0.94 Disagree
12 Learners participate in technology-based practical workshops. 1.44 0.97 Disagree
13 Institutions collaborate with technology companies to introduce
modern tools to the student and lecturer
1.76 0.92 Disagree
14 Students’ are regularly exposed to hands-on training using modern
technologies
1.77 0.86 Disagree
15 Government policies support the University’s efforts to modernize
technical education
1.62 0.79 Disagree
Total 23.13 12.39
Grand Total 1.54 0.82
The results presented in Table 1 reveal a general disagreement among respondents regarding the integration of
emerging technologies into the curriculum, with a low mean score of 1.54, below the acceptable benchmark of
2.50. The standard deviation of 0.82 indicates that most respondents shared similar views. This indicate a clear
and consistent concern: modern technologies such as VR, AR, and AI are not yet meaningfully incorporated into
technical education at South West University. The findings highlight a significant gap in efforts to modernize
the curriculum and prepare students for today’s technology-driven industries.
Research Question 2: How does the integration of emerging technologies in the technical education curriculum
influence students’ learning outcomes in terms of academic performance and skill acquisition at the South West
University of Education in Nigeria.
Table 2:
S/N Items Statement X SD DECISION
1 Emerging technologies help students understand technical concepts
better.
3.71 0.56 Agree
2 Students’ practical skills improved with the use of advanced
technologies.
3.60 0.91 Agree
3 Students are better prepared for the labor market because of exposure
to digital tools.
3.40 0.89 Agree
4 Simulation tools help students apply classroom theory to real-life 3.50 0.87 Agree
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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problems.
5 Students are more motivated to learn when classes involve modern
technology.
3.57 0.80 Agree
6 Students find it easier to grasp complex topics through virtual
learning platforms.
3.29 0.91 Agree
7 Emerging technologies have improved the quality of students’
practical project work.
3.40 0.97 Agree
8 Exposure to current technologies improves students’ chances of
employment after graduation.
3.84 0.37 Agree
9 Virtual and augmented reality tools enhance students practical
training experience
3.30 0.79 Agree
10 Students are capable of working independently due to tech-based
skill acquisition method
3.32 0.86 Agree
11 Hands-on practice with digital tools (e.g., CAD, CMC Stimulation,
etc) how improved students' technical skills
3.71 0.72 Agree
12 Students perform better academically when modern Technologies
are used during instruction.
3.43 0.86 Agree
13 The integration of emerging technologies has improved students'
understanding of technical education.
3.55 0.77 Agree
14 Students retain concepts better when lessons are delivered using
modern technologies tools
3.20 0.98 Agree
15 Students gained better practical experience through the Use of
emerging technologies in the workshop
3.50 0.77 Agree
Total 52.32 12.03
Grand Total 3.49 0.80
Table 2 reveals a high mean score of 3.49, with a standard deviation of 0.80, indicating strong agreement among
respondents that emerging technologies are having a positive effect on students’ academic performance and skill
acquisition. Tools such as CAD, Virtual Reality (VR), Augmented Reality (AR), and other digital media were
recognized for improving both theoretical understanding and practical application. The consistency in responses
suggests a shared belief that integrating these technologies is significantly enhancing learning outcomes in
technical education at the university.
Hypothesis 1: There is no significant difference between the integration of emerging technologies and students’
academic performance in the South West University of Education in Nigeria.
Table 3: t-test analysis of whether a notable difference exists between the integration of emerging technologies
and students’ academic performance in the South West University of Education in Nigeria
Respondents X SD N Df t-cal t-crit Sig Decision
Students 1.54 0.82 116 114 -12.6 ±1.98 0.05 Reject
Lecturer Ho
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Table 3 shows that responses from 116 students and lecturers had a mean of 1.54 and a standard deviation of
0.82. With a t-value of -12.61 (greater than the critical value of ±1.98 at 0.05 significance), the null hypothesis
was rejected. This indicates a significant difference, confirming that integrating emerging technologies into the
curriculum has a meaningful impact on students’ academic performance in technical education at South West
University.
Hypothesis 2: Integration of emerging technologies in the technical education curriculum does not significantly
have any influence on students’ learning outcomes in terms of academic performance and skill acquisition at the
South West University of Education in Nigeria
Table 4: t-test analysis of Integration of emerging technologies in technical education curriculum does not
significantly have any influence on students’ learning outcomes in terms of academic performance and skill
acquisition in South West University of Education in Nigeria.
Respondents X SD N df t-cal t-crit Sig Decision
Students 3.49 0.80 116 114 13.33 ±1.98 0.05 Reject
Lecturer Ho
Table 4 shows a calculated t-value of 13.33, far exceeding the critical value of ±1.98 at the 0.05 significance
level. This means the null hypothesis was rejected, confirming that emerging technologies significantly influence
students’ academic performance and skill acquisition. With a high mean score of 3.49, both students and lecturers
strongly agreed that tools like VR, AR, AI, and digital media enhance learning, improving both theoretical
understanding and hands-on skills in technical education.
DISCUSSION OF FINDINGS
The findings of this study shed light on both the challenges and benefits of integrating emerging technologies
into technical education at South West University of Education, Nigeria. Table 1 indicates that the overall
integration of technologies like VR, AR, AI, and digital platforms remains low, with a mean score of 1.54, well
below the benchmark of 2.50. The standard deviation of 0.82 shows a consistent view among respondents. This
suggests a shared concern among students and lecturers that modern instructional tools are not yet fully
embedded in the curriculum. These results align with earlier studies by Aina and Adio (2020) and Adeyemo
(2020), which identified persistent challenges such as outdated curricula, limited infrastructure, and a shortage
of trained educators in Nigerian technical institutions.
Table 2 presents strong agreement on the positive effects of emerging technologies where they have been
adopted. With a mean score of 3.49 and a standard deviation of 0.80, respondents agreed that tools like CAD
software, virtual labs, and simulation platforms significantly enhance both academic learning and practical skill
development. These findings support previous research by Kwiatek et al. (2019), Agrawal and Pillai (2020), and
Lavrentieva et al. (2020), who found that immersive technologies improve learner engagement, accuracy, and
real-world readiness.
Further analysis in Tables 3 and 4 strengthens this conclusion. The t-test results showed statistically significant
differences in learning outcomes based on the integration of emerging technologies. In Table 3, the calculated t-
value of -12.61 exceeded the critical value of ±1.98, confirming a meaningful relationship between technology
use and academic performance. Table 4 showed a t-value of 13.33, indicating a strong influence on both
theoretical knowledge and practical skills. These results supported the findings of Kong et al. (2023), which
noted that technology-enabled instruction boosts student engagement, retention, and skill acquisition by
providing personalized feedback and flexible learning environments. Overall, while integration remains limited,
the evidence clearly supports the transformative potential of emerging technologies in technical education.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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CONCLUSION
This study highlights a critical gap between the growing importance of emerging technologies and their limited
integration into technical education at the South West University of Education, Nigeria. Despite the clear benefits
of tools like VR, AR, AI, and CAD, such as improved academic performance, deeper engagement, and enhanced
skill acquisition (Kwiatek et al., 2019; Lavrentieva et al., 2020), the adoption of these technologies remains low
due to outdated curricula, poor infrastructure, and lack of trained educators (Aina & Adio, 2020; Adeyemo,
2020). However, where these technologies have been applied, respondents reported meaningful improvements
in both theoretical understanding and hands-on competence. The findings support calls for urgent curriculum
reform and increased investment in teacher training and digital infrastructure (Ogunlade, 2022; Balogun, 2024).
For technical education to remain relevant and competitive, it must embrace these innovations to better prepare
students for a fast-changing, tech-driven workforce.
RECOMMENDATIONS
Based on the study’s findings and insights from key scholars, the following recommendations are proposed to
enhance the integration of emerging technologies into technical education:
Curriculum Reform: The University should urgently update its technical education curriculum to include
modern tools like VR, AR, AI, and simulation platforms (Balogun, 2024; Tumpa et al., 2022). These
technologies align learning with industry standards.
Lecturer Training and Support: Regular professional development is essential to equip educators with the
skills needed to teach using digital tools effectively (Adeyemo, 2020). Without this, technologies remain
underutilized.
Infrastructure and Resource Upgrade: Laboratories and workshops must be equipped with up-to-date
hardware and software. Investment in these resources, along with capacity-building programs, is vital for
effective implementation (Aina & Adio, 2020; Ogunlade, 2022).
Pilot Projects and Gradual Rollout: Small-scale pilot programs can help test and refine the use of new
technologies before full implementation.
Stronger Industry Partnerships: Collaborations with industries can ensure that what is taught reflects real-
world practices. Tools like VR and AR can help bridge the gap between the classroom and workplace (
Lavrentieva et al., 2020; Leon et al., 2021).
Interactive and Gamified Learning: Integrating gamification and interactive media can boost student
motivation and participation ( Zulfabli et al., 2019).
Blended and Personalized Models: Hybrid learning models that combine traditional teaching with digital tools
and intelligent systems support self-paced, engaging learning (Logan et al., 2021; Kong et al., 2023).
Continuous Evaluation: Regular monitoring should be embedded to track the impact of technology on learning
outcomes and guide future improvements.
Therefore, integrating emerging technologies into technical education curricula is no longer optional but
essential. Institutions like South West University of Education must act strategically to close the gap and prepare
students for a digital future.
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