Arinzechukwu Victor Okanya, Onyekachi Kevin Attah
Purpose The integration of artificial intelligence (AI) into technical and vocational education and training (TVET) presents transformative opportunities for skill acquisition. This study aims to investigate the effectiveness of an AI-based virtual mentorship model on the development of technical competencies among university-level vocational woodworking technology students in Nigeria. Design/methodology/approach A quasi-experimental, pre-test-post-test, non-equivalent control group design was employed, involving 130 first-year students from 2 federal universities in South East Nigeria. The experimental group (n = 70) from the University of Nigeria, Nsukka, received instruction via an AI-based virtual mentorship platform, while the control group (n = 60) from Nnamdi Azikiwe University, Awka, was taught using traditional methods. Technical competencies were assessed using the woodworking technical competency assessment scale. Data were analyzed using mean, standard deviation and independent samples t-test. Findings The findings revealed a statistically significant improvement in the overall technical competency of students in the experimental group compared to the control group (t(128) = 15.28, p < 0.001). Specifically, the AI model had the most significant influence on precision measurement, safety compliance and joinery techniques. Originality/value The results support the application of AI-driven pedagogical tools to enhance practical skills development in TVET, aligning with the principles of competency-based education and social cognitive theory. The study provides empirical evidence for curriculum reform and investment in technology-enhanced learning environments to bridge the skills gap in Nigeria's woodworking industry.