Advancing TVET Through Web 3.0 Technologies: Perceptions and Utilization Among Lecturers in Nigerian Universities
Abstract
This study evaluated the perceptions, utilization and challenges of Technical Vocational Education and Training (TVET) lecturers regarding Web 3.0 technologies in Nigerian universities in South-South geopolitical zone. Three research questions three corresponding null hypotheses and descriptive survey research design was adopted for the study. The population comprised 128 TVET lecturers (96 Male and 32 Female), from which 105 respondents (75 Male, 30 Female) were purposively selected. Data were collected using a 30-item structured questionnaire validated by three experts and tested for reliability using Cronbach alpha, yielding an overall coefficient of .78 (.83, .74, .77 for sections B, C and D, respectively), indicating that the instrument was reliable. A five-point Likert scale was employed to measure responses. Data were analyzed using mean and standard deviation for research questions, while independent t-test was used to test hypotheses at a .05 significance level. Findings revealed that lecturers had strong positive perceptions toward Web 3.0 technologies and acknowledged the potential to enhance interactive, personalized and practical learning. However, actual utilization was moderate, hindered by inadequate infrastructure, limited access to learning resources, lack of curriculum integration, insufficient technical support, high costs, unreliable internet and limited digital skills among students. T-test analysis showed no significant gender differences in perceptions, utilization or challenges. The study recommends improving university infrastructure, ensuring stable internet connectivity, investing in AI and VR tools, revising curricula to incorporate Web 3.0, organizing regular professional development for lecturers and establishing technical support units.
Keywords
TVETLecturersPerceptionUtilizationWeb 3.0UniversitiesNigeria
References
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