Title: ADMINISTRATIVE AGILITY AMIDST SYSTEMIC BARRIERS: A MIXED-METHODS ANALYSIS OF INDUSTRY 4.0 CAPACITY DIVIDE IN NIGERIAN TVET

Authors:
Mack Barnabas

Abstract: Abstract The Fourth Industrial Revolution requires a technological paradigm shift within Technical and Vocational Education and Training (TVET) institutions, yet a digital divide remains between instructional workshops and modern corporate workflows. This study adopted a sequential exploratory mixed-methods design to model factors driving Industry 4.0 readiness in public TVET institutions across South-South Nigeria. Phase I utilized thematic analysis of semi-structured interviews with educators and administrators (n=24). These insights informed a quantitative survey administered to stakeholders (n=150) in Phase II to verify the TVET Industry 4.0 Integration Model (TIIM) via multiple linear regression and Pearson correlation matrices. Qualitative analysis revealed critical friction points, notably a severe technological dichotomy and acute instructional anxiety. Quantitatively, the simultaneous regression framework demonstrated exceptional explanatory power, accounting for 81.4% of the total variance in Institutional Preparedness (????�2 = .814, F(3, 146) = 213.579, p < .001). Administrative Practices emerged as the dominant predictive engine of readiness (β = .405, p < .001). Crucially, a strong negative correlation (r = -.586) between administrative agility and implementation challenges proved that proactive leadership behaviors actively buffer regional infrastructural and financial deficits. Furthermore, institutional outcomes tracking teacher self-efficacy and curricular flexibility served as a highly significant predictor of workforce alignment (β = .372, p < .001). The study concludes that systemic constraints are not unyielding barriers but operational catalysts mediated by agile leadership. It is recommended that the National Board for Technical Education (NBTE) and institutional administrators shift from capital-intensive hardware procurement toward simulation-first constructivist pedagogies (such as virtual programmable logic controllers and digital twins) and transition rigid technical training tracks into modular, Competency-Based Education (CBE) frameworks to eliminate the regional skills mismatch. Keywords: Industry 4.0, TVET, Technological Dichotomy, Administrative Practices, Nigeria, Institutional Preparedness, Mixed-Methods.

Publication Date: 2026-07-21