Enhancing Vocational Training with ICT Integration: A Study in Sindh, Pakistan


  • Atta Hussain Lakho M.Phil. Education Scholar at BBSUL, Karachi. Author
  • Dr. Khadim Hussain Dahri Assistant Professor, Department of Education, BBSUL, Karachi. Author
  • Fida Hussain Mahesar Assistant Professor, Pak Studies, Superior Science College Khairpur Mirs. Author


ICT-integrated curriculum, vocational training, Sindh, Pakistan, PLS-SEM


This research paper investigates the impact of Information and Communication Technology (ICT) integration into vocational training, specifically focusing on ICT-integrated curriculum content, materials, and teaching strategies. The study draws on the theoretical foundations of Complex Adaptive Blended Learning Systems (CABLES) and the SAMR blended learning model. Data was collected through self-administered questionnaires from students in technical colleges across various cities in Sindh, Pakistan, utilizing Partial Least Squares - Structural Equation Modeling (PLS-SEM) for analysis. The quantitative research approach is chosen for this study, the study seeks to provide a robust understanding of students' perceptions in technical colleges in Sindh province regarding the impact of ICT-integrated curriculum content on their satisfaction in vocational training. Purposive sampling, a non-probability sampling method, was employed. A sample size of 416 responses was collected based on the recommended sample-to-item ratio, ensuring robust data for analysis. Findings indicate that ICT-integrated curriculum material positively influences student learning and satisfaction in vocational training. Additionally, ICT-integrated teaching methods enhance student learning and satisfaction. The study also highlights the mediating role of curriculum content in improving student satisfaction. Despite some limitations, this research contributes to the field of vocational education and emphasizes the importance of updating course materials with ICT integration.


Ahmed, Z., Khan, S. K. A. A., & Akhtar, R. N. (2022b). Implementation of Competency Based Education through Blended Learning approach in TVET sector of Pakistan: Critical Analysis using Literature Review. Pakistan Journal of Humanities and Social Sciences, 10(4), 1461–1471-1461–1471.

Ayanbode, O. F., Fagbe, A., Owolabi, R., Oladipo, S., & Ewulo, O. R. (2022). Students’ interactions, satisfaction and perceived progress in an online class: Empirical evidence from Babcock university Nigeria. Cogent Education, 9(1), 2060783.

Bashir, S., Noreen, S., & Awan, M. B. (2022). China–Pakistan Economic Corridor And Collaboration In Higher Education: Trends, Perspectives And Prospects. Journal of Positive School Psychology, 6(11), 147-158.

Boukhalfa, A., Bouacha, N., & Boulmerka, S. (2022). The Effects of the blended-learning approach on enhancing EFL learners' oral performance.

Butt, S., Mahmood, A., Saleem, S., Murtaza, S. A., Hassan, S., & Molnár, E. (2023). The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19. Sustainability, 15(2), 1348.

Cheema, Z. T., Hassan, H., Kayani, S. B., Aslam, T., Aziz, S., Cheema, A. T., & Ullah, M. S. (2022). Comparative Analysis of E-Learning in Private and Public Sector Medical and Dental Institutes in Pakistan. Pakistan Journal of Medical & Health Sciences, 16(10), 731-731.

Cummings, S. (2022). Elementary Teacher Perceptions of Blended Learning in the Digital Classroom Walden University].

Elsayed Farid Amr, A., H Salama, A., Mohamed Mansour Gad, A., & Ibrahim Doma, N. (2023). Effect of Using Electronic Mind Maps as a Teaching Strategy on Academic vitality, Self-Efficacy, and Achievement among Nursing Students. International Egyptian Journal of Nursing Sciences and Research, 3(2), 546-562.

Fida, S., Rehman, S., & Naemullah, M. (2022). Comparison of Effectiveness of Blended Learning Strategy and Traditional Learning Strategy on the Academic Performance of the Students in the Subject of Economics at Higher Education Level in Pakistan. International Journal of Business and Management Sciences, 3(3), 118-138.

Fleacă, B., Fleacă, E., & Maiduc, S. (2023). Fostering Skills for Sustainability–Lessons Learnt from Curriculum Design and Learning Outcomes. European Journal of Sustainable Development, 12(1), 69-69.

Hair Jr, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123.

Hashim, N., & Hamidon, Z. (2022). Blended Learning in Technical and Vocational Education and Training (TVET) Training Institute. . International Journal of Academic Research in Progressive Education and Development, 11(1), 837-860.

Huang, P.-H., Velan, G., Smith, G., Fentoullis, M., Kennedy, S. E., Gibson, K. J., Uebel, K., & Shulruf, B. (2023). What impacts students’ satisfaction the most from Medicine Student Experience Questionnaire in Australia: a validity study. Journal of Educational Evaluation for Health Professions, 20, 2.

Jinshan, Y., Qingyun, H., & Hongtao, D. (2022). Vocational Training and its Impacts: A Case Study on Vocational Training Institutes in Hainan (China) and Punjab (Pakistan). Pakistan Languages and Humanities Review, 6(4), 270-280.

Maleelai, K., & Chaichuay, P. (2022). Factor Related to Satisfaction with Online Learning during COVID-19 Outbreak among Public Health Students, Thailand. International Journal of Education and Humanities, 2(3), 126-134.

MULIYANA, W. (2022). Factors influencing students’ participation in online environment at English curriculum material development (ECMD) course.

Okorie, H. O. (2022). Exploring the Impact of Culturo-Techno-Contextual Approach and E-Learning on Students’ Academic Achievement and Creativity Skills in Networking within Artificial Intelligence. ACE, 17, 001.

Rahman, A. A., & Bockarie, A. (2022). Exploring contextual factors affecting transfer of training in vocational training of media employees in Pakistan. International Journal of Training Research, 20(3), 215-231.

Raza, S. Z., Ahmed, S., Sanaullah, Z., Rais, Z., Memon, Z., & Saleem, S. (2023). Health Sciences Students’ Satisfaction with Quality of Online Distance Education. Journal of Bahria University Medical and Dental College, 13(01), 50-55.

Siddiq, S., & Hussain, R. (2022). Blended Learning in ESL: Perceptions about paradigm shift in English Language Institutions of Punjab, Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 3(1), 26-39.

Stein, B., Stein, H., & Galili, I. (2023). The Concept of Observer in Science Teaching in Middle School: Pre-Instructional Knowledge as a Lever for Learning rather than an Obstacle. Education Sciences, 13(1), 95.

Soomro, S., Soomro, A. B., Bhatti, T., & Gulzar, Y. (2022). Gender-Wise Perception of Students Towards Blended Learning in Higher Education: Pakistan. arXiv preprint arXiv:2204.07886.

TONG, X., & Li, Z. (2023). A Research on Influencing Factors of College Students' Satisfaction under the Flipped Classroom---Based on the Mediating Role of Knowledge Sharing and the Moderating Role of Self-Efficacy National Institute of Development Administration].




How to Cite

Enhancing Vocational Training with ICT Integration: A Study in Sindh, Pakistan. (2023). International Research Journal of Management and Social Sciences, 4(4), 1-10. https://irjmss.com/index.php/irjmss/article/view/2

Similar Articles

1-10 of 197

You may also start an advanced similarity search for this article.