The Influence of Simulations and Virtual Laboratories on Practical Skills Acquisition among TVET Trainees in Kenya

Abstract

The acquisition of practical skills remains a significant challenge in Technical and Vocational Education and Training (TVET) institutions in Kenya due to limited access to physical laboratories and equipment. This study examined the influence of simulations and virtual laboratories on practical skills acquisition among TVET trainees in Kenya. Using a secondary data methodology, the study reviewed recent empirical research and reports from global, developed, middle-income, and developing countries to understand how virtual learning tools impacted practical skill development. The findings revealed that simulations and virtual laboratories enhanced learner engagement, provided safe and repeatable practice opportunities, and improved technical competencies. In developed countries, high-fidelity simulations were integrated effectively into curricula, resulting in measurable skill gains. Middle-income countries demonstrated improvements despite infrastructural challenges, while developing countries including Kenya showed promising outcomes where virtual tools compensated for limited physical resources. However, the study found that challenges such as inadequate digital infrastructure and low digital literacy among instructors and trainees limited the full potential of these technologies. The study concluded that while simulations and virtual laboratories positively influenced practical skills acquisition, their effectiveness depended on contextual factors including infrastructure and training. Recommendations included the need for investment in digital infrastructure, capacity building, curriculum integration, supportive policies, and further research to enhance virtual learning adoption in TVET. This study contributes to the knowledge on how virtual technologies can support vocational education and provides a foundation for scaling their use in Kenya and neighboring countries.