Volume 8, No.2
Chukwu, D. U. & Ohanu, I. B.
Abstract
This study investigated the awareness of artificial intelligence (AI) and its relationship with digital competences among university-level Technical and Vocational Education and Training (TVET) teachers in South-East Nigeria. Specifically, the study examined the level of AI awareness, assessed teachers' digital competence, determined the relationship between AI awareness and digital competence, and evaluated whether demographic characteristics influence these variables. A correlational survey research design was adopted. Data were collected from 141 TVET teachers using structured questionnaires and analyzed using descriptive statistics, Pearson Product Moment Correlation, independent samples t-test, and one-way Analysis of Variance (ANOVA). The findings revealed that TVET teachers possessed high levels of AI awareness (M = 4.10, SD = 0.57) and digital competence (M = 4.21, SD = 0.52). A strong positive and statistically significant relationship existed between AI awareness and digital competence (r = 0.655, p < 0.001). However, age, gender, and years of teaching experience did not significantly influence either AI awareness or digital competence (p > 0.05). The study concludes that enhancing AI awareness can contribute substantially to strengthening digital competence among TVET teachers and support technology-driven instructional practices. It recommends sustained professional development programmes, institutional support for AI integration, and inclusive capacity-building initiatives for all TVET educators to promote effective digital transformation in higher education.
Keywords: Artificial Intelligence, Digital Competences, TVET Teachers, University-Level TVET
Ahiamadu Jonathan Okirie & Emmanuel Uwhekadom Ejimaji
Abstract
This study examined the influence of digital infrastructure, student readiness, and school type on the adoption of Artificial Intelligence technologies among Senior Secondary Three (SS3) students in Omoku, Rivers State. Utilizing the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, a descriptive survey research design was employed to investigate the extent to which these factors shape students ability to integrate AI into their learning activities. The population comprised 1,013 SS3 students from twenty secondary schools in Omoku. Using Taro Yamanes sampling formula at a 95% confidence level and 5% margin of error, a sample size of 287 students was obtained through stratified proportional sampling. Data were collected using a structured questionnaire. The instrument was subjected to face and content validity, and its reliability was confirmed through Cronbachs Alpha, which yielded a coefficient of 0.837. The data were analyzed using SPSS, employing one-sample and independent-sample t-tests); and inferential statistics conducted at the 0.05 level of significance. Findings revealed that digital infrastructure for AI-based learning is moderately available overall (mean = 3.30), though a considerable disparity exists between private schools (mean = 3.76) and public schools (mean = 2.34). Students demonstrated moderate readiness to adopt AI technologies (mean = 3.39), indicating generally positive attitudes toward AI-assisted learning. However, AI adoption levels were notably higher in private schools (mean = 3.53) than in public schools (mean = 3.09). The study concludes that while students show willingness to adopt AI, infrastructural disparities and school type remarkably influence the extent of adoption. These insights contribute to educational planning, teacher training, and Nigerias broader digital transformation agenda.
KEYWORDS: AI adoption, digital infrastructure, school type, secondary education, semi–urban Nigeria, student readiness, UTAUT
Attah, Oche Agbo & Yavala, Tani Dan
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
Ukeje Augustina Ndidiamaka & Kalu Ezeda Patricia
Abstract
The study investigated the skill and attitudinal needs of event vendors for quality service delivery in the event management sector in Enugu State, Nigeria. The event management sector plays a vital role in social, cultural, and business activities, with event vendors serving as key drivers of service quality. However, vendors in Enugu state, face persistent performance challenges attributed to skill deficiencies and poor work attitudes. This study investigated the skills and attitude needs of event vendors including decorators, caterers, and bakers for quality performance in the event management sector in Enugu state. A descriptive survey research design was adopted, with data collected virtually from 235 event vendors drawn from the Event Organizers and Practitioners Association of Nigeria, South East (EOPANSE), Enugu chapter. A structured, expert-validated questionnaire was used for data collection. Data were analyzed using mean, standard deviation, and ANOVA at 0.05 significance level, with the Training Need Index (TNI) used to determine skill and attitude gaps. Findings showed that event vendors require training across a broad range of competencies, including communication, organizational, problem-solving, time management, and creative skills, as well as positive attitudinal dispositions toward work. No significant differences were found among the vendor groups in their training needs. The study recommends targeted training programmes to bridge identified gaps and enhance overall service quality in the sector.
Keywords: Event Vendors, Skill Needs, Attitude Needs, Quality service delivery, Event Management
Ehizonaga, Helen Ehinomen; Okeke, Paschalina Onyuiye & Ugwuanyi, Chinonso Eugene
Abstract
This study determined the effects of an Intelligent Tutor System (ITS) on students’ achievement in computer graphics in universities in Enugu state Nigeria. The study adopted a quasi-experimental design. The population of the study is 171 final year computer education students in the four universities in the area that offer computer education in the 2022/2023 academic session. 130 computer education students from two intact classes were used as sample for the sample study. The instrument that was used for data collection was the Computer Graphics Achievement Test (CGAT). Kuder Richardson formula 20(K-R 20) was used to determine the reliability of CGAT, which yielded a reliability index of 0.92. The data collected were analysed using mean, standard deviation and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The result of the study shows that students who were taught using ITS had higher mean achievement scores compared to those taught using the conventional lecture method. There was also a significant difference in the mean achievement and interest scores of students based on method of instruction used in teaching computer graphics. The male students taught computer graphics using ITS had a slightly higher mean and interest scores when compared to their female counterparts. However, there was no significant difference in the mean achievement scores of the students based on gender. It was therefore recommended that ITS be included in the computer graphics programme in universities to foster effective utilization in teaching considering its benefits.
Keywords: Effect Intelligent Tutor System, Students’ Achievement, Computer Graphics, Universities.
Ogbudu Thomas Obo & Egih Franklin Omotekpona
Abstract
This study examined digital entrepreneurship education and its influence on youth employment in Obi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The study adopted a descriptive survey research design. The research population comprised 5,672 youths across 12 council wards in Obi Local Government Area. Using simple random sampling technique, the study randomized 562 unemployed youths as respondents. Digital Entrepreneurship Education and Youth Employment Questionnaire (DEE-YEQ) was used for data collection. The instrument was validated and tested for reliability using Cronbach Alpha and it yielded a reliability coefficient of 92.6. Mean and standard deviation were adopted to answer the research question while chi square was used to test the hypotheses at 0.05 level of significance. Results reviewed a significant influence of digital literacy on youth employment in Obi Local Government area of Benue State, it was also found that there was a significant influence on innovation/creativity on youth employment in Obi Local Government Area of Benue State. Based on the findings, it was concluded that Digital Entrepreneurship Education skills are fundamental tools for empowering unemployed youth. The study therefore, recommended frequent seminars and conferences on digital entrepreneurship education skills to sponsored by grassroot government and leaders in enhancing youth empowerment and employability.
Keywords: Digital Entrepreneurship Education, Digital literacy, Innovation/Creativity, Youth and Employment
Onu Rachael Ifeoma & Ezugwu Evelyn Ukamaka
Abstract
Pregnancy is the process of growing another human being in the womb till the time of birth. Knowing that another human being will soon come into the world should bring joy to every home but unfortunately, it’s not usually so due to complications. Such complications could be anemia, high blood pressure, gestational diabetes, bleeding, preterm labour among others. These complications if not properly managed can lead to miscarriages, delay or prevent future pregnancy or even lead to death the woman as the case may be. However, these complications could be prevented through ante-natal education. Antenatal education is the education given to pregnant women during the routine ante-natal visit in the hospitals or clinics. This section is handled by nurses, midwives or even the doctors as the case may be. Effective ante-natal education helps in early detection of danger signs, prepares women for her delivery day, improves child delivery and reduces maternal child death. Irrespective of these effect of ante-natal education on pregnant women, there still exist some complications in various areas of the country leading to this study ‘Perceived effects of ante-natal education in Nsukka Local Government Area. The study adopted a descriptive survey research design. The sample for the study is 150 pregnant women selected from a population of 316 pregnant women registered in government and private registered hospitals and health centres in Nsukka. 4 research questions were generated for the study. Questionnaire of 4-point scale was used for data collection. The data collected were analysed using mean in which items from 2.50 were accepted while items below 2.50 were rejected. The major findings of the study revealed that ante-natal health education provided to the pregnant women included danger signs in pregnancy, preparation for labour, nutrition in pregnancy. The study also found that ante-natal health education enhanced early detection of danger signs in pregnancy, reduced maternal and child mortality. Furthermore, the findings showed that the pregnant women experienced challenges such as poor teaching methods, inadequate/insufficient health workers among other findings. The study concluded that ante-natal health education impacted significantly in the lives of pregnant women in Nsukka local government area, reducing maternal and child mortality and should be improved by providing solutions to those challenges. The study hereby, recommends that adequate/sufficient modern digital teaching facilities should be provided by the government, non-governmental organizations and philanthropist to hospitals and ante-natal clinics. Government should also solve the problem of insufficient health workers by improving in the economic situation of the country which is the main reason our health workers are leaving the country in droves for greener pasture.
Key words: Ante-natal, Health Education, Pregnant, Nsukka Local Government.
Otonko, Praises Abang & Bepeh, Gabriel Ukah
Abstract
Artificial intelligence is changing the way instructors assess and give feedback to learners in education and especially in the area of Technical and Vocational education in the world. In Nigeria, Technical and Vocational Education and Training is an important subsector of education in developing the workforce of nations. Artificial intelligence driven assessment systems can help automate evaluation, give feedback and track how well learners are doing. These systems use machine learning, natural language processing, computer vision and learning analytics to make assessment and provide feedback to learners. In Nigeria there are some challenges facing the use of AI in evaluation of learners, like not having good infrastructure concerns about data privacy and teachers not being ready for the use. This article examines the possibilities and challenges of the use of AI-based evaluation and feedback in Technical and Vocational Education and Training institutions in Nigeria. The literature search was used to qualitatively discuss the potentials and the challenges of AI in evaluation of learners and providing feedback to the students in Technical and Vocational Education.
Keywords: Artificial intelligence, Vocational Education, competency-based assessment, automated feedback.
Onyemaizu, Ebere Nkechi & Alio Nnamdi Chidiebere
Abstract
This study explored marketing students perceptions of the role of skill development and workforce education in shaping their academic performance, employability and entrepreneurial readiness. The study adopted a descriptive qualitative research design to gain an in-depth understanding of marketing students experiences and perceptions regarding skill development and workforce education. Data were collected through semi-structured in-depth interviews with 22 marketing students drawn from selected public universities in South East Nigeria. To ensure the trustworthiness of the interview guide, the instrument was subjected to expert review by specialists in marketing education and educational research. A pilot interview was also conducted with participants who possessed characteristics similar to those of the study sample. Feedback obtained from the pilot interview was used to refine the interview questions for clarity, relevance and consistency. Dependability was further enhanced through the use of a standardized interview protocol during data collection. The interviews examined students’ exposure to skill development activities, experiences with workforce education such as SIWES and internships, perceived usefulness of acquired skills, institutional support and readiness for employment and entrepreneurship. Findings indicate that skill development and workforce education are present within marketing programmes but are moderately implemented and largely constrained by theoretical teaching approaches, limited practical exposure and inadequate learning resources. Participants reported that skill development enhances their understanding of marketing concepts, improves confidence and increases employability awareness; however, it does not fully translate into job readiness without sufficient practical experience. Similarly, workforce education provides valuable exposure to real-world marketing environments but is weakened by poor structure, limited relevance to marketing practice and weak industry–university collaboration. The combined influence of both constructs was found to improve entrepreneurial awareness and foundational competencies, although students still expressed limited confidence in establishing independent ventures due to insufficient practical depth and mentorship. Based on these findings, the study recommends stronger integration of practical skill development into curriculum delivery, improved industry partnerships, restructuring of industrial training programmes, enhanced provision of digital learning resources and expanded mentorship and entrepreneurship support systems.
Keywords: Skill Development, Workforce Education, Marketing Students, Employability, Entrepreneurial Readiness, and Experiential Learning.
Ani Okechukwu Mathew, Anene Angela Okwudili & Chukwu Daniel Uchenna
Abstract
The study designed and evaluated a software architecture for an Interactive Web-Based Assessment Tool (IWBAT) intended for integration into smart basic education schools in Enugu State, Nigeria. Specifically, the study identified the software requirements for the proposed IWBAT, determined appropriate software architectural components, and evaluated the suitability of the resulting architectural design. The study adopted a Design Science Research approach complemented by expert evaluation. Researcher-developed instruments, namely the Interactive Web-Based Assessment Expert Questionnaire and the Software Architecture Validation Questionnaire, were used to collect data from software experts and ICT compliant teachers, who were purposively selected. Data were analyzed using mean and standard deviation. The findings revealed that all identified software requirements were considered necessary for the development of the IWBAT (Overall Mean = 3.77), while the proposed architectural components were rated as highly appropriate (Overall Mean = 3.71). Furthermore, the overall architectural design was adjudged appropriate to a high extent (Overall Mean = 4.33), particularly in terms of requirement representation, interoperability, scalability, system availability, and support for online examinations. The study concludes that the proposed software architecture provides a robust framework for developing secure, scalable, and maintainable interactive assessment systems capable of supporting smart basic education schools in Enugu state, Nigeria. It was recommended that educational authorities adopt architecture-driven approaches in developing digital assessment platforms and that future studies validate the proposed architecture through real-world implementation and usability evaluation.
Keywords: Assessment, Digital Assessment, Interactive Web-based Assessment Tool, Software Architecture, Smart Basic Education School
Okpe Joy Ekwuojo & Ezeda Patricia Kalu
Abstract
This study looked at child development competencies in Home Management Education in Kogi State, Nigeria, as a basis for curriculum improvement and family policy development. The study used two different theories and several literatures review to identify child development competencies in Home Management Education. The study maintained that instruction remains predominantly theoretical, hindered by outdated curriculum content, teacher-centered methodologies, and a systemic lack of instructional facilities such as childcare laboratories. Theoretically, the study anchored on Bronfenbrenner’s Ecological Systems Theory and Piaget’s Constructivist Learning Theory and literatures was established to understand child development elements which exist within the Home Economics framework, their integration was often fragmented and lacks experiential depth. Findings indicate that inadequate teacher professional development and the absence of simulation-based learning environments significantly impede competency acquisition. Furthermore, the study underscored the foundational role of the home environment in cognitive, emotional, and social development, highlighting the necessity for learners to master these dynamics to contribute to national human capital formation. The study concludes that effective competency integration requires a holistic transition from rote learning to learner-centered pedagogy. Recommendations include a comprehensive restructuring of the Home Management curriculum to align with contemporary developmental theories, the provision of functional demonstration centers, and mandatory capacity-building workshops for educators.
Keywords: Child Development Competency, Home Management Education, Curriculum Improvement, Family Policy, Kogi State, Vocational Education.
Roland Ndudi Ozor & Emmanuel Uteh Tibi
Abstract
The study investigated the training needs of teachers in fishery subject in secondary schools for food security in Ika North-East Local Government Area Delta state, four research questions were used to conduct the research. It was guided by the Human capital theory and Borich model. A descriptive survey method was adopted for the study. The population of the study comprised of 79 Agricultural science teachers in public schools in Ika North East. A well-structured questionnaire titled “Training Needs of Agricultural Science Teachers Questionnaire (TNASTQ)” was developed and used to elicit relevant data for the study. The instrument was face validated by three experts, and Split-half reliability method was used to determine the reliability of the instrument. Data collected from respondents were analyzed with frequencies, simple percentages, Means and Standard Deviations (SD) and Mean ( ) Weighted Discrepancy Scores (MWDS). The findings revealed the training needs of Agricultural science teachers to effectively teach fishery in schools, furthermore the pedagogical, supervision and evaluation improvement needs were abilities to; create a learning environment that will enable students meet their targeted learning outcome; conduct periodic reviews with students to confirm their grasp of learning material; choose evaluation methods appropriate for instructional decisions and develop methods appropriate for instructional decisions among others. Workshops, seminars, staff meetings, in-service training and ICT training were identified as the available programmes to build the competencies of Agricultural science teachers in Ika North East L.G.A. It was recommended amongst others that efforts should be made by the government and policy makers to organize capacity-building training programmes such as in-service training, workshop, to improve the competencies of Agricultural science instructors for effective implementation and development of the fishery trade subject for food security in Ika North East L.G.A
Keywords: Fishery, Food Security, Training Needs, Agricultural science Teachers,
Umar Yunus, Ariyo Samson Oluwatimilehin, Akuh Emmanuel Eneojo
Abstract
The study was carried out to determine the factors influencing Mechanical Technology Education as a Career Choice by undergraduate students in Northern Nigeria. Three research questions were answered and corresponding null hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational design. The population for the study was 460 mechanical technology education students from three Universities in Northern Nigeria. Cluster sampling technique was adopted to draw a sample size of 160 for this the study. The parental support scale, and peer influence scale and the student personal interest questionnaire were adapted and administered to the respondents. The instrument for data collection was face validated by three experts from the University of Nigeria, Nsukka. The statistical methods used to analyze the data for the study were Pearson Product Moment Correlation Coefficient for the research questions and Regression analyses for the hypotheses. The findings of the study revealed a very strong and positive correlation exists between parental support and the selection of mechanical technology education as a career choice. Also, the findings revealed that Parental support and peer influence are significant predictor in the selection of mechanical technology education as a career choice. Based on the findings of the study, it was recommended among others that public sensitization workshops and intervention programs should be organized for parents and students’ so that interest in technical education as a career choice will be increased.
Keywords: Interest, parental support, peer influence, career choice, mechanical technology
Atser, Patrick Iorkyaan & Omega, James Udoka
Abstract
The study explores the impact of entrepreneurship education on labour market integration among Nigerian youths. In light of persistent youth unemployment in Nigeria, young Nigerian view entrepreneurship as an alternative route towards economic participation and self-reliance. The study adopts both quantitative and qualitative research methods involving surveys and semi-structured interviews as tools for collecting data from 250 youths in both rural and urban areas. The results of the study indicate that entrepreneurship education significantly impacts employability through confidence building, skill development, and nurturing an entrepreneurial mindset. This positively affects their labour market integration. Notably, the impact of entrepreneurship education varies among individuals depending on several factors including socio-economic status, level of training, and availability of resources.
Keywords: Entrepreneurship education, Employability, Entrepreneurial abilities, Nigerian Youth Participation, Labor Market.
Ode Rosemary Ayiba & Ugwuka Grace Ifenyinwa
Abstract
This study examined the integration of green skills into Technical and Vocational Education and Training (TVET) curricula for sustainable workforce development among youths in Enugu State, Nigeria. A descriptive survey design was adopted for the study. The population for the study was 200 persons, which consists of instructors, administrators, and students, with a sample of 100 respondents drawn from the population which consists of instructors, administrators, and students. The study was guided by five specific purposes and five research questions. Data were collected using a structured questionnaire on a four-point scale and analyzed using mean and standard deviation with a cut-off point of 2.50. The findings revealed that essential green skills include waste management, renewable energy, sustainable agriculture, and environmental management skills. However, the current TVET curriculum remains largely traditional, with low integration of green skills in teaching, learning materials, and industry collaboration. Major challenges identified include inadequate funding, weak policies, lack of trained instructors, and limited access to modern technologies. The study concluded that TVET programmes are not yet adequately aligned with the demands of a green economy. It recommended curriculum reform, improved teacher training, stronger policy support, and increased collaboration with industry to enhance the integration of green skills.
Keywords: Green Skills, Technical and Vocational Education and Training, Sustainable
Edozie Chinwendu Jennifer & Agbo Linda Nwanneka
Abstract
This study examined the perceived influence of ChatGPT on learning computer programming among Computer Education students in public universities in Enugu state. The study was guided by three research questions and three null hypotheses. A descriptive survey research design was adopted for the study. The population comprised 950 Computer Education students from public universities in Enugu State, offering Computer Education programs, A multistage sampling technique was used for the study. purposive sampling was employed to select public Universities offering Computer Education programs. Thereafter, proportionate stratified sampling technique was used to allocate respondents according to institution and level of study. The population was stratified into two strata: 200-level students from UNN and 200-level students of ESUT. Using proportionate allocation, 167 respondents were selected from UNN and 114 respondents were selected from ESUT, resulting to sample size of 281 respondents. Data were collected using a researcher-developed questionnaire titled Perceived Influence of ChatGPT on Learning Computer Programming Questionnaire (PICLPQ). The instrument was validated by three experts and its reliability was established using Cronbachs alpha which yielded 0.87 coefficient. Mean and standard deviation were used to answer the research questions, while t-test statistics were used to test the hypotheses at 0.05 level of significance. findings revealed that ChatGPT positively influenced students conceptual understanding of concepts, skill development, independent learning, and also found that over depending on Chat GPT may reduce programming skills. The study concluded that ChatGPT is a valuable learning tool for programming and recommended its responsible integration into Computer Education programs.
Keywords: Learning, Computer Programming, Computer Education, Artificial intelligence, (chat GPT) and Students
Shodipe Olabanji Taiwo; Martins Rebecca Ojochide; Ojo Sunday Ayooade; & Soetan, Oludayo Victor
Abstract
This study investigates the influence of Artificial Intelligence (AI) on entrepreneurial venture creation in the Fourth Industrial Revolution (4IR), and implications for Technical and Vocational Education and Training (TVET) institutions in Epe, Lagos State, Nigeria. Three purposes, research questions and hypotheses supported the study. A descriptive survey design was adopted for the study. The sample for the study was 204 (190 students and 14 lecturers) from TVET institutions and were selected through a stratified random sampling technique. Data were collected from the respondents using a structured questionnaire based on a five-point Likert scale. The data collected was analyzed using descriptive and regression analysis with SPSS version 25 software. The results revealed that AI competency integration in TVET curricula, AI-driven learning tools, and institutional readiness each have a positive and significant influence on entrepreneurial venture creation among students; therefore, the null hypotheses were rejected. The findings indicate that exposure to AI-related skills, access to intelligent learning platforms, and supportive institutional environments significantly enhance students’ ability to identify opportunities and develop innovative business ventures. The study concludes that effective integration of AI in TVET is essential for fostering entrepreneurial capacity in the 4IR era. It recommends that TVET institutions prioritize AI-focused curriculum development, invest in digital infrastructure, and strengthen industry collaborations to equip students with relevant competencies for sustainable venture creation.
Keywords: Artificial intelligence, Entrepreneurial venture creation, 4IR, TVET, AI tools
Mack Barnabas
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.
Gloria Enabo Ayua
Abstract
This study examined the influence of entrepreneurial competencies on MSMEs sustainability. Specifically, the study investigated the influence of opportunity recognition competency, risk-taking competency, and strategic competency on MSMEs sustainability. A descriptive survey research design was adopted for the study. The population comprised MSME operators, while a sample size of 50 respondents was used. Data were collected using a structured questionnaire designed on a four-point Likert scale. The instrument was validated by experts, while reliability was established through appropriate reliability testing procedures. Data collected were analyzed using simple linear regression analysis with the aid of SPSS. The findings revealed that opportunity recognition competency had a significant positive influence on MSMEs sustainability, while strategic competency and risk-taking competency had no significant influence on MSMEs sustainability. The study concluded that opportunity recognition competency is a critical determinant of MSMEs sustainability. The study recommended that MSMEs owners and entrepreneurship support agencies should strengthen opportunity recognition skills through training, innovation, and market awareness programmes to enhance sustainable business growth.
Keywords: Entrepreneurial competencies, MSMEs, Sustainable growth.
Daya Ufulul Lamech & Umar Mohammed Umar
Abstract
The study investigated the perceived influence of entrepreneurship education on students’ entrepreneurial intentions, innovation capacity, and self-reliance among students in Nigerian Universities. The study adopted a descriptive survey research design. The population of the study comprised all 89 PhD students of the Faculty of Vocational and Technical Education (VTE) driven from Departments of Agricultural Education, Entrepreneurship Education, Business Education, Computer and Robotics Education, and Industrial Technical Education of the 2025/2026 academic session at the University of Nigeria, Nsukka (UNN). No sampling was carried out because the population was manageable. Two research questions guided the study. A structured questionnaire titled Entrepreneurship Education and Students’ Development Questionnaire (EESDQ) was utilized for data collection. The instrument was validated by experts from the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka. Cronbach Alpha reliability was used to determine the internal consistency of the instrument, and a reliability coefficient of 0.81 was obtained. Data were collected electronically using Google Forms distributed through online platforms. Mean and standard deviation were used to answer the research questions. The study revealed that from the perspective of postgraduate vocational and technical education (VTE) students, entrepreneurship education significantly enhances their entrepreneurial intentions, innovation capacity, and self-reliance. The findings also demonstrate that exposure to entrepreneurial training equips these advanced scholars with innovative thinking skills, business startup orientation, and economic independence necessary for sustainable national development. The study recommended practical-oriented entrepreneurship education, digital innovation training, mentorship programmes, and stronger university-industry collaboration for improved entrepreneurial outcomes among students.
Keywords: Entrepreneurship education, entrepreneurial intention, innovation capacity, self-reliance, vocational and technical education, students.
Adeleke, Rebecca Foluke; Nwegbu, Mercy Chizaram & Tersor Ayua
Abstract
This study examined the influence of quality assurance practices on employability skills development among Accounting Education students at Kogi State College of Education (Technical), Kabba, North Central Nigeria. The study specifically investigated the role of quality assurance practices on communication skills, digital literacy skills, and problem-solving skills development. A descriptive survey research design was adopted. The entire population was used as the sample size. This is because the population is manageable, while data were collected using a validated 24-item questionnaire titled “Quality Assurance and Employability Skills Development Questionnaire” (QAESDQ) with a reliability coefficient of 0.84. Data were analyzed using mean, standard deviation to answer the research questions while, t-test for independent sample was used to test the null hypotheses at 0.05 level of significance. Findings revealed that both lecturers and students agreed that quality assurance practices significantly contribute to the development of communication skills, digital literacy skills, and problem-solving skills. All three null hypotheses were not rejected as there were no significant differences between the mean responses of lecturers and students (p > 0.05). The study concludes that effective implementation of quality assurance mechanisms such as instructional supervision, accreditation standards, ICT integration, and practical training is essential for enhancing employability skills among Accounting Education students. Recommendations were made for improved infrastructure, curriculum relevance, and policy enforcement.
Keywords: Quality assurance, Employability skills, Accounting Education, Digital literacy, Problem-solving skills
Onuoha, E. E, Kalu, E. U, & Ibezim. N. E.
Abstract
This study determined the preparedness of programming lectures in universities located in South-East Nigeria for integrating robotics-based learning. The study Employed a survey research design, to collected data from a sample of 400 lecturers across the five major universities using a structured questionnaire. The questionnaire was structured on a four responses scale of Strongly Agree, Agree, Disagree and Strongly Disagree. The questionnaire was face validated by three experts from department of computer and robotics education, university Of Nigeria Nsukka, using Cronbach alpha method for determining the reliability and a coefficient index of 0.87 was obtained. Data collected from the study were analysed using mean and standard Deviation to answer the research questions while ANOVA was used to test the null hypotheses at 0.05 level of significant. Findings revealed low preparedness indices, with mean responses indicating inadequate infrastructure (x̄=2.1), limited lecturer training (x̄=2.3), and insufficient curriculum integration (x̄=2.4). Based on the findings the study recommends enhanced TETFund interventions, professional development programs, and policy reforms to boost robotics adoption in programming education. Also, Robotics-based learning should be integrated into the curriculum for all the computer programming courses in the universities South East, Nigeria. These measures could elevate South-East Nigerias STEM competitiveness amid global technological shifts. Statistical analysis via ANOVA showed significant differences across institutions (F=4.56, p<0.05), underscoring the need for targeted zonal improvements. Based on these, education should encourage robotics-based learning by integrating it in the curriculum for all computer programming courses in the universities.
Keywords: Robotics-Based Learning, Preparedness Indices, Programming Lectures, South-East Nigeria, Computational Thinking, University Education.
Ndukanma, Ngozika Agape; Nnaji Samuel Okechukwu & Alio Nnamdi Chidiebere
Abstract
This study examined the availability and utilization of computer laboratory resources for teaching and learning in Federal Colleges of Education in South East Nigeria. Two objectives, two research questions, and two null hypotheses guided the study, A descriptive survey design was adopted, with a population of 78, comprising 32 final-year NCE students and 46 lecturers from two Federal Colleges of Education in the study area. Total sampling technique was employed. Data were collected using a structured questionnaire, which was validated by three experts from the Department of Computer and Robotics Education, University of Nigeria Nsukka. Reliability was established by administreing 10 copies of the questionnaire to five computer education lecturers and 5 third-year students at Federal College of Education (Technical), Omoku, using Cronbach Alpha method to determine the internal consistency. Data collected were analyzed using frequency counts and percentage for research Question 1and 2 while mean and standard deviation were used to answer the question 3. T-test was used to test the two null hypotheses at 0.05 level f significance. Findings revealed that while some colleges possess basic computer laboratory infrastructure, disparities exist in quality, quantity, and accessibility. Utilization of available resources is constrained by irregular power supply, limited internet connectivity, and inadequate training for both students and lecturers. Results further indicated no significant difference between the availability and utilization of computer laboratory resources on the quality of teaching and learning in the colleges studied. The study suggests that beyond infrastructure, deeper systemic issues such as teacher training, digital pedagogy, curriculum alignment, and effective management of resources must be addressed to enhance teaching and learning outcomes in Federal Colleges of Education, South East, Nigeria.
Keywords: availability, utilization, computer, laboratory, resources, teaching, learning.
Patrick B. Asu-Nandi & Abuo Stephen Bechi
Abstract
Nigeria has one of the largest youth populations in the world, with more than 60 per cent under the age of 30. This demographic strength, combined with the rapid spread of digital technologies, presents unique opportunities and challenges for civic participation. This study investigates the impact of Information and Communication Technology (ICT) integration and civic engagement among Technology Education Students in Nigeria. Drawing on a mixed-methods design, the study surveyed 720 final-year technology education students across six states and conducted 12 focus group discussions to explore lived experiences. Findings reveal that higher levels of ICT integration significantly predict improved civic knowledge and stronger civic participation intentions, with a one-unit increase in ICT integration associated with a 6.8-point rise in civic knowledge scores. Teacher competence and infrastructural reliability emerged as important moderators of this relationship, while barriers such as high data costs and poor connectivity constrained sustained engagement. The study concludes that ICT integration, when combined with purposeful pedagogy, teacher professional development, and supportive infrastructure, has the potential to transform technology education into a driver of civic empowerment. Recommendations emphasize curriculum reform, improved teacher capacity, and stronger partnerships with civic-tech organizations to strengthen democratic participation among Nigerian youths.
Keywords: ICT Integration, Technology Education, Civic Engagement, Students, Nigeria
Onyeche D. Ejembi & Ajachukwu Princess Amaka
Abstract
The Nigerian textile industry had over the years created over 3 million jobs for the citizens, but presently, the industry is collapsing with less than 20% capacity production. However, there seems to be an advantage to the industry following the availability of arable lands for increasing cotton cultivation in Benue State. On the other hand, colleges of education graduates thousands of textile students yearly but the industry still faces the challenge of skills-industry gap. This study therefore investigates strategies for strengthening partnerships between colleges of education and textile industries in Benue State, Nigeria. A descriptive survey design was adopted. The population was 471 with a sample size of 112 respondents, made up of students, lecturers and TVET administrators. Data were collected using questionnaire, while data analyses were done using mean (????̅) and standard deviation (SD). The findings of the study include that there are some available partnership strategies within the colleges studied; poor funding, staff incompetence, unfavourable stakeholder’s attitude, among others were highlighted as major challenges while dedicated budgetary and funding scheme, staff training, provision of liaison offices, etc. were identified strategies by the respondents. It concluded that TVET-industry partnership will not operate on a sustainable basis without the conscious efforts and collective investment from governments, colleges, and industry.
Keywords: Clothing and textile, TVET, Industry partnership, Economic growth, Benue State.
Mgbemena Rachael Ebere & Nwaozuru Daniel Ikechukwu
Abstract
This study examined the gender-related barriers and opportunities in home management vocational programmes in technical colleges in Enugu State, Nigeria. The study identifies gender-related barriers affecting enrolment, examine factors responsible for gender disparities, and determine strategies for promoting gender inclusivity. A survey research design was adopted for the study. The population comprised 512 respondents (480 students and 32 teachers) from eight state-owned Technical Colleges. Due to the manageable size, the whole population was utilized. Data were collected using a validated 42-item structured questionnaire titled "Gender Barriers and Opportunities in Home Management Questionnaire" (GBOHMQ), designed on a 4-point response. Data analysis was performed using Mean and Standard Deviation. Findings revealed that significant barriers to enrolment include cultural beliefs (X̅=3.32), gender stereotypes (X̅=3.40), and the perception of Home Management as a female-oriented field (X̅=3.45). Factors such as unequal access to resources, institutional gaps, and restrictive cultural norms were identified as primary drivers of gender disparity. However, the study identified potent opportunities for improvement, with respondents strongly agreeing that financial support (X̅=3.55), awareness campaigns (X̅=3.50), and the integration of technology (X̅=3.48) are effective strategies for fostering equity. The study concludes that achieving gender inclusivity requires a multi-faceted approach to challenge societal norms and strengthen institutional frameworks. Recommendations include implementing comprehensive sensitization campaigns, providing scholarships to reduce economic burdens, and redesigning curricula to be gender-sensitive.
Keywords: Home Management, Vocational Education, Gender Disparity, Technical Colleges, Enugu State