TVET is vital for economic development, but the rapid advancement of AI has necessitated a shift in it roles.

As the global economy relies on AI, TVET programmes must adapt to this change in order to meet its

mandate. However, there is scarcity of empirical studies on the role of AI integration for repositioning TVET

random technique. A validated 15-item questionnaire, designed by the researcher on a point scale ranging from

strongly agree (4) – strongly disagree (1), was used for data collection. Reliability of the instrument was

ensured using the split-half reliability technique, which yielded a cumulative coefficient of 0.79. Data collected

were analysed using mean and standard deviation to answer the research questions, while a t-test was used to

test the hypotheses at a 0.05 level of significance. The findings revealed that there is a need to integrate AI into

the current state of TVET; the major challenges and barriers that hinder AI integration in TVET are the

unavailability of uniform content to serve the AI application and that introduction of AI into the curriculum of

TVET will contribute to the advancement of Nigerian economic development. There is therefore an urgent

need for investment in AI infrastructure for access to AI tools and technologies; raining in AI skills

acquisition, and updating TVET programmes are crucial for the repositioning of TVET for economic

Education and Training (TVET) serves as a critical component for fostering economic development by

equipping individuals with the necessary skills to thrive in various industries. TVET has long been recognised

as a vital tool for enhancing productivity, reducing poverty, and promoting sustainable economic growth

(Pavlova, 2014). As economies become increasingly reliant on technology, the integration of AI into TVET

curricula is essential to prepare a workforce capable of meeting the demands of a rapidly changing job market.

The significance of TVET in economic development is underscored by its ability to provide practical skills that

align with industry needs. Countries that have invested in robust TVET systems often experience higher levels

of employment and economic stability (MvuhZouliatou, 2017). However, the current state of TVET in Nigeria

faces numerous challenges, including inadequate infrastructure, limited access to modern technologies, and a

lack of alignment between educational outcomes and labour market requirements (Disciplines, 2023). These

embracing AI within TVET frameworks becomes imperative. AI-powered tools and platforms can create

immersive learning experiences, simulate real-world scenarios, and provide personalised feedback to students

(Disciplines, 2023). By leveraging AI, vocational education institutions can adapt to the unique learning styles

and preferences of each individual, ensuring that students receive targeted support and guidance throughout

their educational journey (MvuhZouliatou, 2017). This personalised approach not only enhances student

engagement and motivation but also increases the likelihood of successful skill acquisition and application.

Artificial intelligence can automate administrative tasks, such as grading assignments and tracking student

progress, allowing educators to dedicate more time to individualised instruction and mentoring (Disciplines,

2023). By analysing vast amounts of data, AI algorithms can generate valuable insights into student

performance, enabling educators to make data-driven decisions and optimise curriculum design

embracing the transformative potential of AI, vocational education institutions can cultivate a skilled

workforce capable of driving innovation, fostering entrepreneurship, and contributing to sustainable economic

growth. However, this transition requires a collaborative effort among policymakers, educators, industry

stakeholders, and the broader community to ensure that the benefits of AI-enhanced vocational education are

equitably distributed and responsibly implemented. Technical and Vocational Education and Training (TVET)

in Nigeria is designed to equip individuals with practical skills and knowledge that meet the needs of various

industries. Despite its crucial role in economic development, TVET in Nigeria is often underfunded and

undervalued (Okolie et al., 2021). The Nigerian government has made several attempts to enhance TVET

through policy frameworks and the establishment of technical colleges and vocational centres across the

country (UNESCO, 2020).

curricula often lag behind technological advancements and industry standards. One of the most pressing issues

facing TVET in Nigeria is the inadequacy of infrastructure and resources. Many TVET institutions suffer from

outdated equipment, insufficient teaching materials, and poorly maintained facilities (Ekpenyong & Nwaboku,

2020). This lack of resources hinders the ability of these institutions to provide quality education and practical

training, thus affecting the competency of graduates.

The rapid advancement of technology presents another challenge for TVET in Nigeria. Many institutions lack

access to modern technologies, which are essential for training students in contemporary skills (Oviawe et al.,

2017). This limitation not only affects the quality of education but also widens the gap between the skills of

TVET graduates and the demands of the labour market. Societal perceptions of vocational education also pose

a significant challenge. In Nigeria, vocational education is often seen as a last resort for those who cannot

vocational education and ensuring a steady supply of skilled workers. Artificial Intelligence (AI) has the

investments in technology and training for educators. Additionally, there is a risk that the rapid pace of AI

development could further widen the skills gap if TVET institutions are unable to keep up with technological

advancements.

Artificial intelligence (AI) is playing a crucial role in the development of technical and vocational skills in

TVET, which are essential for economic and industrial development (Okorieocha & Ugwunali, 2025;

Windelband, 2023). These skills are needed for enterprise productivity, profitability, national productivity, and

wealth creation (Oladiran, 2021). TVET has a role in driving AI adoption and combating inequality in

workforce development (Ukala & Iheukwumere, 2025). AI is central to equipping workers to be digital

providing a pedagogical approach that reinforces human intelligence and focuses on enhancement and

development (UNESCO-UNEVOC, 2023; Okebukola, 2022).

The use of AI in industrial activities can enhance labour productivity, leading to more efficient workforce-

related time management (International Labour Organisation, 2019). AI can also create a new effective

workforce called intelligent automation that solves problems and engages in self-learning, benefiting various

sectors and creating new revenue streams (Shuaibu, 2024). Expert systems can benefit nearly all technical and

vocational education programs, as they stress problem-solving and can provide ready sources of information

for students (Ndom-Uchendu & Nwokike, 2024). The application of AI in the TVET curriculum is just one

issue, with recommendations emphasising problem-solving, information handling, and communication skills

(Oladiran, 2021). By preparing human labour to interact effectively and efficiently with machines, we can

(SDG 4), which emphasises quality education for all (UNESCO-UNEVOC, 2023). AI tools, such as

simulations and virtual reality (VR), enhance practical skill acquisition by providing safe, controlled

environments for learners to practice complex tasks (Nwosu et al., 2024). AI applications in technical and

vocational education include learner-centred and adaptive learning platforms, simulated training and virtual

reality, automated assessments and feedback, AI-powered virtual tutors and chatbots, and predictive analytics

for vocational and career guidance (Okorieocha & Ugwunali, 2025). These tools can help students identify

skill gaps in the labour market and inform curriculum development to ensure alignment with industry needs.

By leveraging AI, Nigeria can enhance its technical and vocational education and contribute to the country's

economic development (Adeyemi & Oluwole, 2021). Artificial intelligence (AI) is revolutionising technical

and vocational education by providing tools for skill development, learner analytics, and hybrid learning

learner analytics, preventing dropouts and facilitating remote vocational training through platforms like cloud-

maintenance costs, a lack of modern infrastructure and equipment, and a shortage of AI experts and qualified

trainers (Ndom-Uchendu & Nwokike, 2024). Addressing these challenges will require significant investment

in infrastructure, training programs, and policies and regulations to ensure ethical and responsible use of AI in

concentrated on institutional integration, teaching efficacy, and skill alignment, with little investigation into

how AI contributes to wider economic development through TVET, especially in Nigeria. Ukala and

Iheukwumere (2025), for example, investigated the incorporation of AI in Abia State's public TVET

institutions, highlighting its function in closing the skills gap for the workforce of the future. Despite its value,

intersection of AI and TVET for workforce development. However, how such convergence results in

quantifiable economic outcomes for Nigeria is not empirically evaluated in the study. Okorieocha and

Ugwunali (2025) emphasised AI as a tool to improve TVET quality and sustainability. However, there is a gap

in evaluating AI's strategic role in economic development through TVET because their work prioritises quality

assurance above economic change. Research by Ndom-Uchendu and Nwokike (2024) and Nwosu et al. (2024)

examined how AI affects particular fields like entrepreneurship and business education. Despite their

insightfulness, these studies lack a comprehensive framework for repositioning TVET at the national economic

level and are discipline-specific. Additionally, foreign works like Du and Wang (2023) and Westera et al.

(2020) concentrate on AI literacy and game-based learning, which are novel but not contextually grounded in

Nigeria's educational and socioeconomic framework. Uzo (2021) outlined strategies for AI integration in

the role of AI in repositioning TVET without manipulation of variables. The population of the study was 2350

VOTED students of five selected universities in Southwest, Nigeria. The universities are Tai Solarin

University of Education, Adeyemi Federal University of Education, Emmanuel Alayande University of

Strongly Disagree (SD) = 1. The instrument was validated by experts in computer science from the University

of Medical Science, Ondo and the Faculty of Vocational and Technical Education in Adeyemi Federal

University of Education, Ondo, respectively, to ensure face and content validity and comments and suggestion

the experts were incorporated to produce the final version administered for data collection. Reliability of the

instrument was ensured using the split-half reliability technique, which yielded a cumulative coefficient of

0.79. Data collected was analysed using mean, standard deviation and t-test. The mean and standard deviation

were used to answer the research questions, while a t-test was used to test the hypotheses at a 0.05 level of

significance.