QUALITY SUPERVISION IN TECHNOLOGY AND VOCATIONAL EDUCATION: A CATHOLICON FOR SUSTAINABLE NATIONAL DEVELOPMENT

Abstract Technological literacy is essential for individuals to navigate and evaluate the benefits and risks associated with modern technologies. However, the extent to which STEM students in Nigerian colleges possess this literacy remains unclear. This study assessed the level of knowledge regarding the societal impact of technology among STEM students at the Federal College of Education (Technical), Asaba, Delta State. A descriptive survey design was adopted, involving the entire population of 70 STEM students. Data were collected using a validated questionnaire with a five-point Likert scale. The instrument’s reliability was established using the Cronbach Alpha method, yielding a coefficient of 0.84. Descriptive statistics (mean and standard deviation) and inferential statistics (t-test) were employed for data analysis. Findings revealed that students possessed a high level of knowledge regarding the impact of technology on society. However, a significant difference was found between male and female students, with male students exhibiting higher technological literacy. The study recommends integrating practical technology-related content into STEM curricula and providing continuous professional development for educators to foster deeper technological understanding.