CULTURAL PERSPECTIVES ON OFFICE TECHNOLOGY: ADDRESSING SOCIOLOGICAL BARRIERS TO INNOVATION IN TVET SYSTEMS IN SOUTHWEST NIGERIA

Abstract

The adoption of office technology in Technical and Vocational Education and Training (TVET)
institutions is essential for equipping students with the necessary skills for the modern workforce.
However, sociocultural factors such as traditional beliefs, resistance to change, generational
differences, and lack of digital literacy hinder seamless integration. This study examines these
barriers in TVET institutions in Southwest Nigeria, aiming to identify key challenges and propose
effective solutions. Using a descriptive survey design, data were collected from 285 respondents,
including TVET instructors, administrators, and students. A structured questionnaire was
employed, and the data were analyzed using descriptive statistical methods. The findings reveal
that resistance to digital tools stems from fear of job displacement, lack of confidence in digital
literacy, and a strong preference for face-to-face communication over digital interactions. Younger
students were found to be more open to office technology compared to older instructors, indicating
a significant generational gap in adoption. The study concludes that overcoming these barriers
requires targeted awareness campaigns, regular digital training programs, curriculum reforms, and
industry collaborations to enhance practical exposure. It recommends that policymakers enforce
digital literacy policies, integrate office technology into the TVET curriculum, and adopt culturally
inclusive strategies to facilitate smooth technology adoption. These measures will ensure that
TVET institutions effectively prepare students for a rapidly evolving digital workplace.