This study examined perceptions and utilization of Web 4.0 technologies among Technical Vocational Education and Training lecturers in Nigerian universities in South-South geopolitical zone. Two research questions were formulated for the study. A descriptive survey design was used. Population consisted of 128 lecturers. Sample size was 105 lecturers (75 males, 30 female). A structured questionnaire with 30 items was used. Experts validated the instrument. Reliability testing produced Cronbach alpha values of .78. Data were analyzed using mean and standard deviation. Findings showed that lecturers expressed positive perceptions of Web 4.0 tools such as artificial intelligence, blockchain, virtual reality, augmented reality and semantic web systems for teaching and learning. Responses indicated acceptance of interactive learning, skill demonstration and learner engagement. Utilization results showed moderate use of Web 4.0 technologies in teaching activities, with AI tools and virtual reality recording partial application. Blockchain and semantic web tools showed mixed usage patterns. Limited access to infrastructure and training influenced application levels. Gender pattern showed close mean values for male and female respondents. The researchers recommended the need for adequate digital infrastructure, regular lecturer training, improved internet connectivity and curriculum integration of Web 4.0 tools in TVET programmes, with support from government and institutional management for sustained implementation and capacity development.
The Technology-Organization-Environment (TOE) framework is widely applied in organizational technology adoption research, yet its measurement practices remain fragmented. Across studies of EDI, cloud computing, blockchain, AI, and other contexts, researchers routinely rename, adapt, or recombine constructs without documenting how their operationalizations relate to prior work, producing a literature that is empirically rich but difficult to accumulate. This study addresses that problem by developing a measurement catalog of 14 reusable TOE constructs drawn from 45 empirical anchor studies. Using a targeted construct-selection approach, the study retained constructs that were peer-reviewed, tested at the firm level, statistically validated, and generalizable across technology domains. Related aliases were consolidated under canonical names through three documented rules based on shared theoretical mechanisms, item-level overlap, and functional equivalence. The catalog organizes constructs across the technological, organizational, and environmental contexts, provides core definitions with recommended measurement facets, and includes representative survey items with reported reliability coefficients. Beyond consolidation, this study identifies persistent gaps, including limited post-adoption measurement, weak readiness-capability differentiation, and underdeveloped governance constructs for emerging technologies. The catalog serves as a practical starting point for researchers designing TOE-based survey instruments and conceptual models, strengthening construct consistency while preserving the framework’s flexibility.
The article presents a comparative analysis of the stages of development of postgraduate teacher training (PTT) in Ukraine and four countries of the European Union (EU) (Poland, Finland, Germany, and France) for 1991–2024. The relevance of the study is determined by the need to modernize the national system of advanced training in the context of European integration, digitalization and reform of general secondary education. The research employed the following methods: content analysis of legislative acts, a chronological reconstruction of educational reforms, a comparison of postgraduate education models, a SWOT analysis of the Ukrainian system, as well as an analysis of financial costs (2020–2024). It is established that Ukraine implements a hybrid model with decentralization of financing and a 150-hour standard, while other countries apply decentralized (Poland, Germany) or centralized (France, partly Finland) approaches with an orientation towards digitalization, inclusiveness, and research methods. In 2024, the highest amount of spending on teachers’ professional development (advanced training) was found in Germany (€3,830 million), the lowest in Ukraine (€92.5 million). The scientific novelty of the study lies in the integrated comparison of financial, regulatory, and institutional aspects of postgraduate teacher training across Ukraine and four EU countries. The results can be used to form an adaptive model of teachers’ professional development in Ukraine. Received: 22 November 2025 / Accepted: 05 April 2026 / Published: May 2026