Keyword: Nigeria

ABSTRACT: This study examined how teachers’ perception and digital readiness influence their preparedness for the implementation of computer-based WAEC examinations in Nigerian secondary schools by 2030. A quantitative approach, combining ex post facto and correlational designs, was employed to assess existing conditions and relationships among variables. The study population comprised 12,483 secondary school teachers in Ebonyi State, from which a stratified random sample of 1,248 teachers was drawn. The data were collected using the Teachers’ Perception and Digital Readiness Inventory (TPDRI), consisting of 46 items, with acceptable reliability (Cronbach’s alpha = 0.74 for perception and 0.78 for digital readiness). The descriptive and inferential statistics were used for analysis. The Findings from the one-sample t-test (M = 37.65, t = 0.57, p = 0.567$) revealed that teachers’ overall perception of computer-based testing does not significantly deviate from the baseline, indicating a statistically neutral stance characterized by lingering hesitation and uncertainty. In contrast, self-reported digital readiness was significantly above baseline (M = 66.85, p < 0.001), though constrained by infrastructure gaps. Furthermore, regression analysis (R2 = 0.17) indicated a significant predictive association between perception and digital readiness. The study contributes to existing knowledge by highlighting that readiness for computer-based examinations is not solely dependent on technical capacity but is also shaped by teachers’ perceptions. It underscores the need for targeted sensitization, continuous professional development, and improved access to digital resources to ensure effective and equitable implementation of CBT in Nigerian secondary schools.

ABSTRACT: The global construction industry is undergoing a profound transformation driven by Construction 4.0, with Artificial Intelligence (AI) emerging as a pivotal technological force. Yet a critical skills gap persists in developing nations such as Nigeria, where the pace of educational curriculum development lags significantly behind industry demands. This study examines the integration of AI into Building Technology education programs in Nigerian universities and its implications for graduate employability. Employing an explanatory sequential mixed-methods design, the quantitative phase administered surveys to 120 final-year students, 40 faculty members across four universities in South-East Nigeria, and 60 construction industry employers, to assess the current level of AI integration and its perceived relationship with employability. A subsequent qualitative phase conducted semi-structured interviews with 12 faculty heads and 12 senior industry managers to identify the institutional barriers constraining AI-driven pedagogy. The study is theoretically anchored in the Construction 4.0 Maturity Model, adapted to evaluate educational program readiness. Findings reveal that Building Technology programs currently operate at a nascent 'Initial/Ad Hoc' stage of digital maturity. Institutional constraints, including inadequate infrastructure, limited faculty expertise, and absence of strategic vision were confirmed as significant predictors of low AI adoption. Employer data further revealed that graduates with AI competencies received significantly higher employability ratings than those with traditional skills alone. These findings provide a data-driven basis for curriculum reform, targeted policy investment, and strategic university-industry collaboration to equip Nigeria's construction workforce for the digital era of construction.

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.