Integrating Technology-Enhanced Learning into Clinical Psychology Training: A Mixed Methods Study on Student Outcomes and Perceptions.

Abstract

This mixed-methods study investigates the integration of technology-enhanced learning (TEL) into clinical psychology training, examining both student outcomes and perceptions. It combines quantitative performance data with qualitative narratives, situating findings within African realities (Nigeria and Kenya) while contributing to global discourse. The research demonstrates how TEL can enhance access, learning flexibility, and equity, while also raising contextual challenges of digital literacy, infrastructure, and mentorship. Findings suggest that TEL supports dialogical learning and cumulative knowledge-building while also requiring adaptation to African sociocultural, theological, and developmental realities.