📖 ABSTRACT/OVERVIEW
This study examines technology adoption and instructional innovation patterns in vocational colleges in South West Nigeria, focusing on Ogun, Lagos, and Oyo States. As industry increasingly integrates digital and automated technologies, vocational colleges must adopt new instructional technologies to remain relevant. However, technology adoption in Nigerian vocational colleges is shaped by resource constraints, institutional inertia, and individual teacher factors. A mixed-methods design is employed, surveying 220 teachers and 30 institutional technology coordinators alongside case studies of three technology-leading colleges. The Technology Acceptance Model provides the theoretical framework. Structural equation modelling analyses the relationships between perceived usefulness, ease of use, institutional support, and technology adoption intention. Case study data are analysed thematically. Findings are expected to reveal moderate technology adoption rates, with digital projection, online resources, and simulation software among the most adopted innovations. Perceived usefulness and institutional support are expected to be the strongest adoption predictors. The study also examines what distinguishes technology-leading institutions from laggards. Recommendations include technology integration grants for vocational colleges, teacher technology coaching, and innovation hubs within colleges. This study contributes to educational technology adoption research in Nigerian vocational education and provides a theoretically grounded adoption model applicable to technology integration planning in South West vocational colleges. Keywords: technology adoption, instructional innovation, vocational colleges, South West Nigeria, Technology Acceptance Model
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