Keyword: Nigeria

ABSTRACT: The persistent mismatch between the competencies acquired by graduates of vocational agricultural education and the evolving demands of the labour market has remained a critical concern in developing economies, particularly in Nigeria. Despite the strategic role of vocational agricultural education in promoting employability and self-reliance, evidence suggests that many graduates lack the practical, digital, and entrepreneurial skills required for sustainable engagement in the agricultural sector. This study examined the effectiveness of a heuristic-based instructional intervention in enhancing the employability competencies of university students enrolled in agricultural education programmes. A quasi-experimental research design involving pre-test and post-test measures was adopted. The study was conducted among undergraduate students in selected Nigerian universities, with participants exposed to structured heuristic-based learning modules tailored to agribusiness problem-solving and decision-making. Data were collected using a validated employability competency assessment instrument and analysed using mean, standard deviation, and paired t-test statistics. The findings revealed a significant improvement in students’ employability competencies following the intervention, particularly in areas of problem-solving, innovation, and practical skill application. The results support the argument that context-driven and strategy-oriented instructional approaches can effectively bridge the gap between theoretical knowledge and workplace expectations. The study recommends the integration of heuristic-based instructional models into vocational agricultural education curricula to enhance graduate readiness for the labour market and promote sustainable agricultural development.