Title: CHALLENGES AND STRATEGIES FOR INTEGRATING GREEN SKILLS INTO RENEWABLE ENERGY PROGRAMMES IN NIGERIAN COLLEGES OF EDUCATION

Authors:
Attah, Oche Agbo & Yavala, Tani Dan

Abstract: Abstract The integration of green skills into renewable energy programmes in Nigerian Colleges of Education is a critical prerequisite for developing a workforce capable of supporting sustainable development and implementing Nigerias Energy Transition Plan. As institutions responsible for training Technical and Vocational Education and Training (TVET) teachers, Colleges of Education occupy a strategic position in shaping the competencies required for the emerging green economy. However, structured integration of renewable energy competencies within these institutions remains limited, creating a significant gap between national policy ambitions and educational practice. This study investigates the multifaceted challenges hindering such integration and proposes evidence-based strategic solutions grounded in empirical data. Three research questions guided the study: (i) What are the challenges hindering the integration of green skills into renewable energy programmes in Nigerian Colleges of Education? (ii) What is the current status of green skills integration in these institutions? and (iii) What strategies can effectively address these challenges? A convergent parallel mixed-methods design was adopted. The study population comprised lecturers and administrators from six purposely selected Colleges of Education in the South-South and South-West geopolitical zones of Nigeria. The survey instrument was a 35-item structured questionnaire administered to 120 respondents (89 lecturers and 31 administrators), which demonstrated high internal consistency (Cronbach’s Alpha = 0.87). Qualitative data were collected through semi-structured interviews with 18 key informants and supplemented by systematic curriculum document analysis. Findings reveal key barriers including inadequate lecturer capacity in green technologies, rigid and prescriptive curricula, insufficient physical infrastructure, weak industry linkages, and persistent policy implementation gaps. The study proposes a multi-dimensional framework encompassing curriculum reform, targeted professional development, infrastructure investment, gender inclusion, and strengthened institutional collaboration with industry. The findings underscore the urgent need for systemic reforms to align teacher education with sustainability demands. This study contributes to the growing discourse on greening TVET in Nigeria and offers actionable, evidence-based recommendations for policymakers, institutional leaders, and development partners. Keywords: Green skills; Renewable energy education; TVET; Colleges of Education; Nigeria; Sustainability

Publication Date: 2026-07-20