Web 4.0 Technologies in TVET Education: Perception and Utilization Among University Lecturers in Nigeria
Abstract
This study examined perceptions and utilization of Web 4.0 technologies among Technical Vocational Education and Training lecturers in Nigerian universities in South-South geopolitical zone. Two research questions were formulated for the study. A descriptive survey design was used. Population consisted of 128 lecturers. Sample size was 105 lecturers (75 males, 30 female). A structured questionnaire with 30 items was used. Experts validated the instrument. Reliability testing produced Cronbach alpha values of .78. Data were analyzed using mean and standard deviation. Findings showed that lecturers expressed positive perceptions of Web 4.0 tools such as artificial intelligence, blockchain, virtual reality, augmented reality and semantic web systems for teaching and learning. Responses indicated acceptance of interactive learning, skill demonstration and learner engagement. Utilization results showed moderate use of Web 4.0 technologies in teaching activities, with AI tools and virtual reality recording partial application. Blockchain and semantic web tools showed mixed usage patterns. Limited access to infrastructure and training influenced application levels. Gender pattern showed close mean values for male and female respondents. The researchers recommended the need for adequate digital infrastructure, regular lecturer training, improved internet connectivity and curriculum integration of Web 4.0 tools in TVET programmes, with support from government and institutional management for sustained implementation and capacity development.
Keywords
Web 4.0TVET lecturersNigerian universitiesartificial intelligencedigital learning
References
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