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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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