📖 ABSTRACT/OVERVIEW
This study conducts a systematic review and meta-analysis of the impact of technology-enhanced learning on practical skill acquisition in Nigerian technical education. Technology-enhanced learning, encompassing simulation, virtual reality, augmented reality, and digital demonstration tools, offers significant potential for improving practical skill development in environments where workshop resources are scarce. A growing but fragmented body of empirical studies has examined technology-enhanced learning in Nigerian technical education contexts, creating a need for systematic synthesis. A systematic review protocol based on PRISMA guidelines is employed, searching eight academic databases and institutional repositories for empirical studies published between 2015 and 2025. Inclusion criteria specify Nigerian technical education settings, technology-enhanced learning interventions, and quantitative practical skill outcome measures. Following a rigorous screening process, 52 primary studies are identified for inclusion. Meta-analytic techniques including random-effects modelling and moderator analysis are applied. Findings are expected to reveal a moderate to large positive overall effect of technology-enhanced learning on practical skill acquisition, with effect sizes moderated by technology type, trade area, and student characteristics. The study also maps the geographical distribution of primary research and identifies significant knowledge gaps. Theoretical contributions include a synthesised technology-skill acquisition model grounded in the Nigerian VTE literature. Methodological contributions include a validated coding framework for future technology-enhanced VTE research synthesis. Recommendations address research investment priorities, technology procurement policy, and teacher training needs. Keywords: technology-enhanced learning, practical skills, Nigerian technical education, meta-analysis, systematic review
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