Journal of Education, Society and Behavioural Science

In Uganda, TVET has experienced a significant digital transformation caused by COVID-19, which necessitated remote learning across all education levels. This modernization has impacted various aspects of society, including technical and vocational education. The incorporation of technology into vocational education has shifted traditional learning methods towards technology-driven approaches, integrating online learning with practical sessions. Therefore, this paper investigated instructor pedagogical competence as an ingredient of successful online teaching at TVET institutions in Uganda. This paper used a dualistic philosophy. It used a concurrent mixed design. With the aid of the Taro Yamane sample size formula, a sample estimate of 626 from 4522 from 7 TVET institutions was calculated. The study targeted 590 participants for the quantitative study (406 trainees and 184 instructors) using stratified sampling, and 36 participants for the qualitative study, using purposive sampling, for a total of 626. However, out of the 590, the study attracted 471 participants, comprising 275 trainees, 195 instructors and 1 other (secretary) giving a 79.8% response rate.

A stratified and purposive sampling method was used. Data analysis was performed at univariate, bivariate, and multivariate levels. Descriptive and inferential statistics supported quantitative research, while qualitative research was aided through thematic analysis. Findings revealed that pedagogical competence is a vital ingredient of online teaching among TVET institutions, aided greatly by instructor experience, institutional support, access to technology, and personal features. Therefore, for successful online teaching, the government of Uganda needs to invest in promoting the pedagogical competence of trainers and establish necessary platforms to support its usage at TVET.