While technology is playing a more critical role in learning, apprentice lecturers’ use of technology to support learning is under-researched. This qualitative study explores apprentice lecturers’ use and experience of a Learning Management System during and after COVID-19. Thematic analysis was used to make sense of the rich data, gathered using semi-structured interviews, from ten apprentice lecturers. The analysis revealed that technology use largely mirrored participants’ teacher-centric face-to-face methods. This approach did not sustain apprentice online engagement. Applying the theoretical framework, TPACK revealed that limited pedagogical expertise and, to a lesser extent, limited technological proficiency shaped participants’ approaches. Systemic constraints diminished participants’ agency, and their experiences should be understood from this perspective. Hence, tailored professional development is recommended to cultivate the pedagogical skill set and mindset required to use technology to support apprentice learning. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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