A systematic review of the impact of emerging technologies in shaping technical and vocational education and training students’ learning styles

Authors

Jonathan Olanrewaju Fatokun University of South Africa, South Africa https://orcid.org/0000-0003-1343-2948
Mishack Thiza Gumbo University of South Africa, South Africa http://orcid.org/0000-0001-6760-4341

DOI:

https://doi.org/10.34142/2709-7986.2025.30.2.17

Keywords:

emerging technologies, learning styles, learning preferences technology adaptation, TVET students

Abstract

The rapid advancement of emerging technologies is fundamentally reshaping Technical and Vocational Education and Training (TVET), driving a transformation in both pedagogical practices and student learning styles.

Purpose. This review critically examines the impact of technologies such as Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), the Internet of Things (IoT), and digital learning platforms on TVET.

Methodology. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) systematic review approach to review relevant articles that explore how emerging technologies facilitate learning in TVET colleges. A literature search was conducted within bibliographic databases to track relevant articles on emerging technologies, TVET, and learning styles. 43 articles that met the final eligibility criteria were subjected to deep review, which yielded the results presented in the study.

Results. The study reveals that the integration of these tools enhances hands-on, interactive, and personalized learning experiences, catering to diverse learner preferences and equipping graduates with essential digital skills for the modern workforce. While the adaptation of teaching strategies to individual learning styles remains debated, evidence supports the use of multimodal, technology-enhanced approaches to foster inclusivity and improve educational outcomes.

Conclusion. The review identifies gaps between student learning preferences and the evolving technological landscape, offering recommendations for bridging these divides and for the successful integration of emerging technologies in TVET. Ultimately, this study underscores the necessity for ongoing research and strategic implementation to ensure that TVET remains responsive to both learner diversity and industry demands in the 21st century.

Downloads

Download data is not yet available.

Author Biographies

Jonathan Olanrewaju Fatokun, University of South Africa, South Africa

Postdoctoral Research Fellow, Department of Science and Technology Education, University of South Africa, Mucklenuek Campus, Pretoria, South Africa.

Mishack Thiza Gumbo, University of South Africa, South Africa

Professor of Technology Education and Indigenous Knowledge Systems Education, Department of Science and Technology Education, University of South Africa, Mucklenuek Campus, Pretoria, South Africa.

References

Amdan, M., Janius, N., Jasman, M., & Kasdiah, M. (2024). Advancement of ai-tools in learning for technical vocational education and training (TVET) in Malaysia (empowering students and tutor). International Journal of Science and Research Archive, 12(1), 2061–2068. https://doi.org/10.30574/ijsra.2024.12.1.0971

Azameti, Y. C., Amoah-Sei, E., Razak, B. N., & Dissou, Y. A. (2024). Technology Acceptance and Employability in TVET graduates. Research Square. https://doi.org/10.21203/rs.3.rs-4230765/v1

Badshah, A., Ghani, A., Daud, A., Jalal, A., Bilal, M., & Crowcroft, J. (2023). Towards smart education through Internet of Things: A survey. ACM Computing Surveys, 56(2), 1–33. https://doi.org/10.1145/3610401

Boehm-Fischer, A., & Beyer, L. M. (2024). Blended learning, flipped classroom, and peer teaching as a combination to meet the increasing diversity in higher education. International Journal of Information and Education Technology, 14(2), 310–317. https://www.ijiet.org/show-200-2673-1.html

Bonde, L. (2024). A Framework for Integrating Emerging Technologies into Technical and Vocational Education and Training. Africa Journal of Technical and Vocational Education and Training, 9(1), 97–107. https://doi.org/10.69641/afritvet.2024.91184

Calma, J. P. G., & Calma, F. A. D. (2024). Technical and Vocational Education and Training (TVET) Trainers’ Professional Development Involvement and Their Level of Competence. Filipino Multidisciplinary Research Journal in Education, 3(1), 32–46. https://doi.org/10.5281/zenodo.10777556

Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/access.2020.2988510

Chen, X., & Chan, S. (2024). Implementing digital pedagogy in TVET: A Connectivist perspective. Vocation, Technology & Education, 1(2). https://doi.org/10.54844/vte.2024.0595

Commonwealth of Learning. (2020, July 15). Virtual conference on skills for a resilient youth: Virtual conference report. http://hdl.handle.net/11599/3648

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates, Inc.

Edulan, J. M. R., Galvan, N. G., Yangyang, K. Q. E., Clarin, A. S., & Vallejo, J. H. (2025). The Use of Technology in Instruction, Students’ Learning Styles, and their Academic Performance in English. International Journal of Research and Innovation in Social Science, IX(I), 2594–2605. https://doi.org/10.47772/ijriss.2025.9010209

Emeršič, Ž., Peer, P., Hrastnik, G., Meh Peer, N., Bey, J. M., Meizoso-García, M., Silva, A. P., Domingues, C., Abreu, C., Costa, A. P., Durães, D., Nováis, P., Renda, C. R., & Prieto, A. (2024). Integrating AI into VET: Insights from AIM@VET’s First Training Activity. In S. Kadry (Ed.), Artificial Intelligence and Education – Shaping the Future of Learning. IntechOpen. https://doi.org/10.5772/intechopen.1004949

Ferreira, C., Gabriel, B., Valente, R., & Figueiredo, C. (2024). Engineering education challenges and strengths: Reflecting on key-stakeholders’ perspectives. Frontiers in Education, 9, Article 1297267. https://doi.org/10.3389/feduc.2024.1297267

Gaikwad, P., & Mulay, N. (2024). Study of Augmented Reality & Virtual Reality Technology in Education System. International Journal of Scientific Research in Engineering and Management (IJSREM), 08(09), 1–6. https://doi.org/10.55041/ijsrem37623

George, A. S. (2024). Reimagining India’s Engineering Education for an AI-driven future. Partners Universal International Research Journal, 3(3), 1–20. https://doi.org/10.5281/zenodo.13815252

Ghosh, L., & Ravichandran, R. (2024). Emerging Technologies in Vocational Education and Training. Journal of Digital Learning and Education, 4(1), 41–49. https://doi.org/10.52562/jdle.v4i1.975

Godoy, C. H., Jr. (2022). A review of augmented reality apps for an AR-based STEM education framework. arXiv preprint arXiv:2203.07024. https://arxiv.org/abs/2203.07024

Grasha, A. F., & Yangarber-Hicks, N. (2000). Integrating Teaching Styles and Learning Styles with Instructional Technology. College Teaching, 48(1), 2–10. https://doi.org/10.1080/87567550009596080

Hamid, E. a. H. A., Maskur, H., & Mutalib, R. A. (2023). The Use of ChatGPT Applications in Learning: Impact on understanding and student engagement in TVET institutions. Malaysian Journal of Information and Communication Technology, 8(2), 78–87. https://doi.org/10.53840/myjict8-2-98

Hasnan, K. A., Zakariya, Z., Khoo, Y. Y., & Abdul Aziz, S. N. (2019). Skill mismatch among instructors across technical and vocational education training (TVET) institutions in Malaysia. International Journal of Innovation, Creativity and Change, 10(6), 270–279. https://www.researchgate.net/publication/357447570

Hatira, A., & Sarac, M. (2024). Touch to Learn: A Review of Haptic Technology's Impact on Skill Development and Enhancing Learning Abilities for Children. Advanced Intelligent Systems, 6, 2300731. https://doi.org/10.1002/aisy.202300731

Hernandez, J. E., Vasan, N., Huff, S., & Melovitz-Vasan, C. (2020). Learning Styles/Preferences among Medical Students: Kinesthetic Learner’s Multimodal Approach to Learning Anatomy. Medical Science Educator, 30(4), 1633–1638. https://doi.org/10.1007/s40670-020-01049-1

Hornostaieva, O., & Kravchenko, H. (2021). Special Aspects of Professional Activity of Motor Transport Profile Teaching Engineers. Educational Challenges, 26(1), 51–63. https://doi.org/10.34142/2709-7986.2021.26.1.05

Husmann, P. R., & O’Loughlin, V. D. (2018). Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles. Anatomical Sciences Education, 12(1), 6–19. https://doi.org/10.1002/ase.1777

Joshi, S., Hamilton, M., Warren, R., Faucett, D., Tian, W., Wang, Y., & Ma, J. (2001). Implementing Virtual Reality technology for safety training in the precast/ prestressed concrete industry. Applied Ergonomics, 90, 103286. https://doi.org/10.1016/j.apergo.2020.103286

Keaveney, S. G., & Dowling, D. P. (2018). Application of additive manufacturing in design & Manufacturing Engineering education. In 2018 2nd International Symposium on Small-scale Intelligent Manufacturing Systems (SIMS) (pp. 1–6). https://doi.org/10.1109/sims.2018.8355289

Khoirunnisa, N., Hidayat, J., Saefullah, M. Z., & Wardoyo, S. (2025). Pengaruh transformasi digital terhadap pengajaran berbasis praktik di pendidikan vokasi. JITET: Jurnal Informatika Dan Teknik Elektro Terapan, 13(1), 514–521. https://doi.org/10.23960/jitet.v13i1.5669

Lawrence, L. (2024, October 20). The use of technology to support different learning styles. https://www.researchgate.net/publication/385316229

Leong, W. Y. (2024). Enhancing practical skills training through virtual reality in TVET education. In 2024 International Conference on TVET Excellence & Development (ICTeD). IEEE. https://doi.org/10.1109/ICTeD62334.2024.10844618.

Leung, T., Zulkernine, F., & Isah, H. (2018). The use of virtual reality in enhancing interdisciplinary research and education. arXiv preprint arXiv:1809.08585. https://arxiv.org/abs/1809.08585

Lu, H. (2025, February 24). AI doesn’t shortchange learning. It enhances it. San Francisco Chronicle. https://www.sfchronicle.com/opinion/openforum/article/ai-education-20168638.php

Maghsudi, S., Lan, A., Xu, J., & van der Schaar, M. (2021). Personalized education in the artificial intelligence era: What to expect next. IEEE Signal Processing Magazine, 38(3), 37–50. https://doi.org/10.1109/MSP.2021.3055032

Mika, B., & Goudz, A. (2020). Blockchain-technology in the energy industry: blockchain as a driver of the energy revolution? With focus on the situation in Germany. Energy Systems, 12(2), 285–355. https://doi.org/10.1007/s12667-020-00391-y

Morley, S. (2024, November 28). Empowering vocational education through artificial intelligence: A practical guide for hands-on educators. World of TVET. https://www.worldoftvet.com/blog/empowering-vocational-education-through-artificial-intelligence

Mulaudzi, M., Teis, N., & Seleke, B. (2023). Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review. Journal of Vocational, Adult and Continuing Education and Training, 6(1), 1–16. https://doi.org/10.14426/jovacet.v6i1.311

Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x

Muthu, N., Aziz, F. A., Abdullah, L. N., Mokhtar, M., Omar, M. K., & Nazar, M. A. M. (2023). The Mobile Augmented Reality Application for Improving Learning of Electronic Component module in TVET. International Journal of Software Engineering and Computer Systems, 9(2), 82–92. https://doi.org/10.15282/ijsecs.9.2.2023.2.0113

Okanya, V. (2023). Enhancing Integration of Emerging Technologies in Technical Vocational Education andTraining (TVET) Programmes for Sustainable Development. Industrial Technology Education Research Journal, 6(1), 73–85. https://iterj.org/pub/article/view/vol-6-no-1-art-7

Pascu, M. (2024). The contribution of students’ learning styles to competences development through the use of Kahoot learning platform. Cogent Education, 11(1), 2352320. https://doi.org/10.1080/2331186X.2024.2352320

Perumal, J., & Orji, C. T. (2024, November 11–13). Digital transformation of TVET: A bibliometric examination of innovations in Sub-Saharan Africa. In ICERI2024 Proceedings (pp. 10265–10272). IATED. https://doi.org/10.21125/iceri.2024.2622

Peters, M. D., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/jbies-20-00167

Pritchard, A. (2013). Ways of Learning: Learning theories and learning styles in the classroom (3rd ed.). Routledge. https://doi.org/10.4324/9781315852089

Riski, D., & Nuryanto, A. (2024). The effect of artificial intelligence (AI) based learning implementation on the quality of learning outcomes of vocational high school students in the field of machining. International Journal of Social Science and Human Research, 7(09), 6869–6877. https://doi.org/10.47191/ijsshr/v7-i09-18

Sheela, S. C., Selvalakshmi, V., & Doss, S. A. (2023). Perspectives on Augmented and Virtual Reality (AVR) in Education: Current Technologies and the Potential for Education. In Reinventing Technological Innovations with Artificial Intelligence (pp. 48-69). Bentham Science Publishers. https://doi.org/10.2174/9789815165791123010007

Silva, I. P., Ronoh, G., Nalubega, T., Njogu, M., & Da Silva, I. (2016). The impact of the SERC based solar PV outreach training program in Kenya. In 39th World Energy Engineering Conference, WEEC 2016. http://hdl.handle.net/11071/5172

Subrahmanyam, G. (2022). Trends mapping study: Digital skills development in TVET teacher training. UNESCO International Centre for Technical and Vocational Education and Training. https://unesdoc.unesco.org/ark:/48223/pf0000380899

Sumarni, P., Yerizon, Y., Suharti, E., & Sovia, A. (2023). Material teach differentiated style study for increase mathematical problem solving abilities. Rangkiang Mathematics Journal, 2(2), 34–40. https://doi.org/10.24036/rmj.v2i2.38

Thakur, G. S., Banerjee, A., & Sarkar, P. (2025). AI in Vocational Education and Training: Technologies and Applications. In E. Çela, N. Vajjhala, R. Potluri, & P. Eappen (Eds.), Transforming Vocational Education and Training Using AI (pp. 49–72). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8252-3.ch003

Tshong, P. K., & Yasin, R. M. (2023). TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(11), 1790–1813. https://doi.org/10.6007/ijarbss/v13-i11/19558

Tverdokhliebova, N., & Yevtushenko, N. (2023). Risk Factors Affecting Health of Modern Specialists in Vocational and Psychological Training. Educational Challenges, 28(2), 158–168. https://doi.org/10.34142/2709-7986.2023.28.2.11

UNESCO-UNEVOC. (2024). ICTs and blended learning in transforming TVET. UNESCO-UNEVOC International Centre. Retrieved from https://unevoc.unesco.org/home/Using+ICTs+and+Blended+Learning+in+Transforming+TVET.

Wahjusaputri, S., Nastiti, T. I., Bunyamin, B., Sukmawati, W., & Johan, J. (2024). Development of Teaching Factory Model-Based Artificial Intelligence: Improving the Quality of Learning Vocational Schools in Indonesia. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5173–5183. https://doi.org/10.35445/alishlah.v16i4.5979

Wang, Y. (2024). Influence of Students’ Learning Style Preferences on Students’ Success: Moderating Impact of Information and Communication Technologies Effectiveness. Profesional de la Información, 33(4), e330414. https://doi.org/10.3145/epi.2024.ene.0414

Wee, Y., Kang, Y., & Kim, W. (2024). Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET. Journal of Technical Education and Training, 16(2), 195–208. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/16086

World Bank, UNESCO, & ILO. (2023). Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries. Retrieved from: https://documents1.worldbank.org/curated/en/099071123130516870/pdf/P175566137a5e20651a657168b515220bf.pdf

Yakkala, K. K. (2024). AI and VR Integration in E-Learning: Designing meaningful learning environments. World Journal of Advanced Engineering Technology and Sciences, 13(1), 783–791. https://doi.org/10.30574/wjaets.2024.13.1.0496

Yeap, C. F., Suhaimi, N., & Nasir, M. K. M. (2021). Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia. Creative Education, 12(08), 1818–1839. https://doi.org/10.4236/ce.2021.128138

Downloads

Published

2025-10-18

How to Cite

Fatokun, J. O., & Gumbo, M. T. (2025). A systematic review of the impact of emerging technologies in shaping technical and vocational education and training students’ learning styles. Educational Challenges, 30(2), 218–233. https://doi.org/10.34142/2709-7986.2025.30.2.17