Neurocognitive instructional design applying bionic learning principles in Sub Saharan African technical and vocational education

Technical and Vocational Education and Training (TVET) systems are under increasing pressure to deliver instruction that aligns with the dynamic nature of human cognition, yet learners frequently experience cognitive overload regarding abstract technical concepts. This study explores the integra-tion of "bionics of learning"—a biomimetic instructional design approach—within the Don Bosco Tech Africa (DBTA) network to address this gap. Utilizing a mixed-methods design, primary data was collected from TVET instructors and learners (N = 109) across Kenya, Nigeria, and Ghana. Quantitative analysis of learner cognitive engagement revealed strong positive correlations between multi-sensory instruction and spaced repetition (r = 0.68), as well as chunking and sustained engage-ment (r = 0.58). Furthermore, Natural Language Processing (NLP) of qualitative data highlighted a severe pedagogical dichotomy, wherein abstract theoretical instruction induced cognitive overload, whereas embodied, practical execution facilitated robust memory encoding. These findings advocate for a paradigm shift from static, transmission-based curricula to neuro-adaptive, bio-inspired learning environments that mimic the adaptive feedback loops found in natural biological systems.