Abstract
Artificial Intelligence (AI) is changing teaching and learning and creating new professional
learning demands for Technical and Vocational Education (TVE) teachers. This paper is a
conceptual narrative review that considers literature-derived competencies and practical
conditions relevant to AI integration in TVE, with particular attention to North-East Nigeria. A
targeted search of Google Scholar and ERIC, together with official publications from UNESCO,
the Federal Ministry of Education, the National Board for Technical Education, and UNICEF,
was used to identify relevant literature and policy documents. Searches focused mainly on
publications from 2016 to October 2026, while foundational sources were retained where
necessary. The review considered sources addressing AI competency, teacher professional
development, digital learning, TVET, Nigerian education policy, and education disruption in the
North-East. The literature suggests that useful areas for professional development include AI
literacy, AI-supported pedagogy, digital and simulation-based practical instruction, assessment
and learning analytics, and responsible use of AI. Evidence on conflict-related education
disruption in Borno, Adamawa, and Yobe highlights the difficult context in which education
services operate; however, available regional data do not establish the AI competency levels of
TVE teachers specifically. Accordingly, the competencies discussed are presented as a literaturederived framework rather than measured regional needs. The paper discusses infrastructure,
funding, connectivity, professional learning opportunities, and institutional support as conditions
that may shape implementation. It recommends sustained professional development, curriculum
review, investment in reliable digital infrastructure, industry collaboration, and context-sensitive
policy implementation. A local empirical needs assessment is required to determine the specific
competence gaps of TVE teachers across North-East Nigeria.
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