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Journal: Africa Journal of TVET
Full Paper: https://www.kstvet.ac.ke/wp-content/uploads/2026/09/24-34.pdf
The Impact of Adaptive Training Approaches on Trainee Engagement in CBET: The Mediating Role of Trainee Motivation
Leanzs Mahangilu Ligale
Keywords: Adaptive Teaching Strategy, Metacognition, Localized Curriculum , TVET, Trainee Engagement
DOI https://doi.org/10.69641/afritvet.2026.111203
Abstract
The need to determine specific pathways through which trainee motivation mediates the relationship between adaptive training strategies and trainee engagement necessitated this study. The study was based on a correlational design to explore the relationship between adaptive training strategies (Problem Based Learning, Localized Curriculum, Gamification and Metacognition) and trainee engagement through the mediating role of trainee motivation. Data was collected from a total of 50 students pursuing their course at Kenya School of TVET. Participants were exposed to a total of four adaptive training strategies for a period of eight weeks. Trainees were exposed to each adaptive training strategy for a period of two weeks, after which they were asked to complete a questionnaire consisting of self-reporting items that assessed their level of motivation, engagement levels, and how the adaptive training strategy influenced their motivation and engagement. Mediation analysis was used to determine how the relationship between adaptive training strategies and trainee engagement is mediated by trainee motivation. Findings suggest that trainee motivation partially mediates the relationship between problem based learning and trainee engagement, as well as the relationship between gamification and trainee engagement. Moreover, it was found out that, trainee motivation fully mediates the relationship between metacognition training strategy and trainee engagement, as well as the relationship between localized curriculum and trainee engagement. The study reveals novel findings that the only way through which localized curriculum and metacognition can positively affect trainee engagement is through by first enhancing the level of trainee motivation. Recommendations on how localized curriculum and metacognition can enhance motivation of trainees to actively engage in learning activities are proposed based on the self-determination theory.
References
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Journal: Africa Journal of TVET
Full Paper: https://www.kstvet.ac.ke/wp-content/uploads/2026/09/62-72.pdf
An Assessment of Crisis Communication Preparedness in Selected National Polytechnics in Kenya
Esther Muria G
DOI: https://doi.org/10.69641/afritvet.2026.111206
Keywords: Crisis Communication, Preparedness, National Polytechnics, Stakeholders, Communication Plans
Abstract
This study evaluated crisis communication preparedness in Kenyan national polytechnics in four institutions located in Kisumu, Kakamega, Nairobi, and Kiambu Counties. The study aimed to assess the readiness of crisis communication teams, the effectiveness of communication messages and support documents, stakeholder identification and communication channels, and the existence and review of crisis communication plans and policies. Using a descriptive research design and census sampling, survey data was collected from 72 administrators (Principals, Deputy Principals, Registrars, Deans, and Heads of Departments) via Google Forms and complimented with documentary research. Results were analysed using descriptive statistics Results were analyzed using descriptive statistics, such as frequency distributions and percentages, to identify the prevalence of crisis communication preparedness across the selected polytechnics. Findings revealed significant gaps in preparedness as crisis communication teams were ineffective and messages were scarce. Communication channels used to reach key stakeholders did not disseminate information fast and widely leading to misinformation, trust erosion and stakeholder disengagement. Formal crisis communication plans and policies existed in some cases but were rarely updated. Additionally, weak enforcement strategies and limited leadership commitment further debilitated the implementation of crisis communication efforts. The study recommends establishing trained crisis communication teams with defined roles and developing and updating crisis communication plans, policies, and messages. Regular training and strengthening stakeholder engagement and collaboration may also play a major role in mitigating damages, and building reputation. Lastly, adopting modern digital technologies like artificial intelligence (AI) can re-engineer the crisis communication process. These measures can bolster the stability and resilience at the National polytechnics in Kenya and TVET sector as a whole by ensuring timely and effective responses to crises.
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Journal: Africa Journal of TVET
Full Paper: https://afritvet.org/index.php/Afritvet/article/view/193/176
An Evaluation of Kenya TVET Trainers on Use of AI in Instruction Design and Delivery
Shadrack K Kimutai, Kenya School of TVET
Thomas Kitonyi, Kenya School of TVET
Edwin K Kimitei, Moi University, Eldoret, Kenya
DOI: https://doi.org/10.69641/afritvet.2025.101193
Keywords: AI, Instructional design, Instructional delivery, TVET
Abstract
The integration of Artificial Intelligence (AI) in education is transforming traditional instructional practices, offering new opportunities for enhancing learning experiences and improving educational outcomes. This study evaluates the utilization of AI in instructional design and delivery among TVET trainers in Kenya. This study sought to evaluate the preparedness and practices of Kenya’s TVET trainers in adopting AI for instruction, through the dual lens of TAM and TPACK frameworks with the specific objectives being: to assess perceived usefulness and perceived ease of use of AI among trainers in instruction design and delivery. to evaluate the technological, pedagogical and content knowledge of trainers on AI integration in their teaching and to examine the relationship between perceived usefulness, perceived ease of use, and technological, pedagogical, and content knowledge among Kenya TVET trainers in relation to their use of AI for instruction. Through a mixed-methods approach, combining quantitative surveys and qualitative interviews with TVET trainers, the study provides insights into the perceptions, experiences, and readiness of trainers to incorporate AI technologies into their teaching practices. Findings suggest a growing interest in AI tools among TVET trainers, yet significant barriers such as lack of training, limited resources, and infrastructural challenges impede widespread adoption. The paper concludes with recommendations for policy makers and educational institutions to support the effective implementation of AI in TVET, emphasizing the need for comprehensive training programs, investment in AI infrastructure, and fostering a collaborative environment for sharing best practices. The study reveals a strong adoption of AI among younger, less-experienced TVET trainers in Kenya, with minimal gender disparity but notable urban-rural differences due to infrastructural limitations. Despite limited formal training, AI use is widespread, particularly for instructional tasks. Trainers value AI’s ability to enhance efficiency, personalization, and engagement. However, challenges include inadequate training structures and insufficient policy guidance. The study recommends integrating AI into teacher training, investing in infrastructure, promoting equity, developing clear policies, fostering partnerships, and establishing monitoring systems to ensure effective, ethical, and inclusive AI integration across the TVET sector.
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