Experiences of National Certificate (Vocational) lecturers in adapting to blended teaching and learning in Technical and Vocational Education and Training (TVET) colleges

Guided by an interpretivist paradigm and a qualitative case study design, the study employed critical conversations and document analysis as data collection instruments to capture lecturers’ experiences, pedagogical practices, and contextual influences on ICT integration.

Document analysis involved the review of relevant policies, subject guidelines, and assessment guidelines, providing insight into curriculum expectations and institutional alignment with blended learning principles. Audio recordings of the critical conversations were transcribed using Google Docs, a real-time AI-based transcription tool, after which all transcripts were manually reviewed and corrected to ensure accuracy and credibility.