Role of ICT Competence in Improving Teaching and Learning Outcomes in TVET Institutes of Punjab

The incorporation of Information and Communication Technology (ICT) has been an essential necessity of improving the quality and relevance of Technical and Vocational Education and Training (TVET) in the backdrop of the Fourth Industrial Revolution. The research design adopted was mixed methods research design, which entailed a quantitative and qualitative approach. The survey data were gathered on 100 TVET teachers in five cities of Punjab: public, private, and non-governmental organizations. ICT access, competence, institutional support and perceived teaching-learning outcomes were analyzed using descriptive statistics and correlation. Simultaneously, a purposely chosen subset of teachers was interviewed in semi-structured interviews as well as during focus group discussions and thematic analysis was used to investigate perceptions, challenges and support needs. The results show moderate levels of self-perceived ICT competence in teachers, extreme limitations in access to and infrastructure of ICT, and low or moderate institutional support. The qualitative findings also show that ICT competence promotes engagement, clarity in instructions, and alignment with the industry but is limited by underdeveloped infrastructure, inadequate training, and institutional constraints. The investigation concludes that the reinforcement of ICT competence should be coupled with the specific infrastructure investment, the ongoing professional growth, and supportive institutional policy to achieve the effective enhancement of TVET teaching and learning.