Abstract
This study investigates the persistent gender disparities in tech-driven Technical and Vocational
Education and Training (TVET) within technical colleges in Enugu State, Nigeria. Three
research questions with corresponding hypotheses guided the study. Employing a descriptive
survey design, data was collected from 60 students and 15 instructors across two technical
colleges. Data was collected by the researcher with the help of two research assistance. All the
research questions were answered using mean scores while standard deviation was used to
determine the frequency of the mean. The basis of the decision for research questions was as
follows: 1.00 – 1.49 = strongly disagreed, 1.50 – 2.49 = Disagreed, 2.50 – 3.49 = Agreed and
3.50 – 4.00 = strongly agreed. All the hypotheses were tested using the independent sampled ttest
statistic at 0.05 level of significance. The null hypothesis was accepted when the p–value is
greater than 0.05 (p>.05) and was rejected or considered statistically significant when the p–
value is less than 0.05. The findings reveal that barriers such as cultural stereotypes (M=4.32), a
lack of female mentors (M=4.40), and limited access to digital devices (M=4.28) are severe.
Independent t-test and regression analyses rejected all three null hypotheses, confirming
significant gender-based differences in the experience of barriers, a strong link between gendersensitive
practices and participation, and a consensus on strategies. The study concludes that
existing digital TVET programs inadequately promote gender equity (M=2.45). Consequently, it
recommends a multi-faceted approach encompassing targeted policy reforms, community
sensitization, infrastructural upgrades, and the provision of scholarships and digital literacy
training specifically for women to foster an inclusive and equitable tech-driven vocational
training environment.
Keywords: Gender Sensitivity, Digital TVET, Vocational Training, Women's Participation,
Technical Colleges
Publication Date: 2026-03-13