Abstract: Effective quality assurance frameworks, such as ISO standards and national accreditation systems, promote accountability, align training outcomes with industry expectations, and foster trust in the qualifications awarded by TVET institutions. Technology does not merely complement instructional management but acts as a transformative driver of quality assurance, ensuring that TVET institutions produce graduates with competencies aligned to the rapidly changing industrial environment. Despite these aspirations, instructional management within many TVET institutions in Kenya remains traditional, with limited adoption of digital systems for monitoring teaching effectiveness, curriculum delivery, and learner assessment. Thus, the purpose of the study was to assess the effect of technology as a determinant of quality assurance implementation on instructional management in TVET institutions in North Rift Region, Kenya. The study employed mixed method research design ingrained with positivist and interpretivist philosophy. The target population comprised of 470 trainers of mechanical engineering departments, electrical engineering departments, building departments, management representatives from ISO 9001: 2015 accredited TVET institutions in the North-Rift region. Multistage sampling technique was used to select the respondents. Krejcie and Morgan (1970) table was used to calculate the sample size of 214 respondents which was proportionally allocated to the TVET institutions using Neyman Allocation formula. The primary data was collected using closed-ended questionnaires and semi-structured interview schedule. Data was analyzed using inferential statistics simple linear Regression analysis using SPSS version 25. From the findings coefficient of determination (R square) of 0.543 indicated that the model explained only 54.3 % of the variation or change in instructional management of TVET institutions. Technology (t =14.249, P<.05). The study findings indicate technology significantly affects instructional management of TVET institutions in North Rift Region, Kenya. It therefore implies that as much as TVET through technology streamlines the process of accessing scholarly support, saving trainers and trainees time and effort in locating relevant resources or seeking assistance from educators it must embrace the principles of quality assurance. This is because quality assurance in the use of technological applications in engineering lectures ensures that the tools in use are pedagogically sound.

Keywords: Technology, quality assurance, instructional management

Downloads: | DOI: 10.17148/IARJSET.2025.12906