Artificial Intelligence and Digital Technologies in Polytechnic Education: Strategies for Enhancing Skills Acquisition, Employability, Ethics and Sustainability in South East
DOI:
https://doi.org/10.63996/njte.v25i1.80Keywords:
Artificial Intelligence (AI), digital transformation, TVET, PolytechnicAbstract
Nigerian polytechnics, in spite of reforms, face crisis situations unless Artificial Intelligence (AI) and other innovative digital tools are actively enabled and incorporated into the Technical and Vocational Education and Training (TVET) programme to meet up with the emerging market demands for the century. This is because traditional pedagogy slowly or refuses to keep pace with ongoing digital advancement and democratization. This has led to constant friction between graduate skill acquisition and the demand for labour. This study identifies and addresses critical gaps in available studies which have largely ignored South East, context-based AI status, including how resources constraints, ethical data considerations, and sustainable infrastructure lapses hamper the integration of this digital tool in TVET. Leveraging qualitative research method reviewed through Technological Determinism (TD) and Technological Determinism(CA), this research examines how perceived usefulness and ease of use of AI can influence digital experience and skills required for sustainable graduate employability. The findings of this research recommends comprehensive overhauling of TVET curriculum to integrate AI-driven practical tools, with industrial partnerships to bridge digital infrastructure, electricity, and training deficits, and robust AI governance within the Nigerian polytechnic ecosystem in order to ensure lasting competitiveness and sustainable institutions.
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