Transforming TVET Education in Nepal Through AI-Enhanced Digital Learning

Abstract

[Purpose] This study investigates the transition toward digital learning within a Technical and Vocational Education and Training (TVET) institution in Nepal. Specifically, the study examines how an ADDIE-based digital learning design, supported by AI-proctoring, contributes to learner engagement, course completion, and learning outcomes. [Method] Guided by Creswell’s (2009) Explanatory Sequential Design within a mixed-methods framework, this study presents the institution’s digital transformation process, as well as the impact of AI proctoring on learner engagement, course completion, and learning performance. Subsequently, qualitative insights explore the perceptions of instructors and learners on the adoption of digital learning in the TVET environment. [Results] Quantitative findings revealed significant improvements in learner engagement, course completion, and enhancements in learning outcomes. Additionally, qualitative insights revealed positive attitudes towards AI-driven monitoring and personalized learning support. AI proctoring in particular played a significant role in minimizing passive pre-class behavior and promoting active engagement. Despite noting challenges, such as technical constraints and privacy concerns, the study ultimately highlights the value of AI analytics and monitoring in enabling learning prediction and personalized instruction. [Conclusion] This research highlights the importance of adopting ethical and collaborative approaches to AI integration, expanding its role beyond proctoring to encompass personalized tutoring, virtual assistance, and adaptive assessments. These findings contribute to advancing digital transformation in the TVET sector and offer valuable insights for educational innovation, promoting the adoption of digital tools, AI, and cross-cutting technologies to enhance future learning environments.