Vocational Business Education Undergraduate Curriculum and Students’ Empowerment for Sustainability in Nigeria
DOI:
https://doi.org/10.37134/jcit.vol14.1.2.2024Keywords:
Business education curriculum, Innovative pedagogies, Students’ empowermentAbstract
The prevailing occurrences of youth and graduates unemployment in Nigeria and the need to eradicate the associated crises through empowerment for sustainability necessitated this study. The study aimed to assess the Business Education undergraduate curriculum for students’ empowerment and sustainability of the Nigerian economy. The study answered two research questions and tested two hypotheses. The descriptive survey research design and mixed-methods approach were employed. The sample size of the study consisted of 727 penultimate and final-year undergraduate students of Business Education and 25 lecturers in South-West, Nigeria. The research instruments used were questionnaires and focus group discussion schedule. An average index of 0.89 was determined for the internal consistency of the research instruments using Cronbach Alpha scale reliability. The research questions and hypotheses were analyzed using Mean, Bar-graph, Independent Sampled T-test, Analysis of Variance (ANOVA), and Post-Hoc graphical statistical tools, all at a 0.05 level of significance. The findings revealed that the Business Education undergraduate curriculum in Nigeria lacked adequate innovative pedagogical strategies that are capable of empowering students for achieving the sustainability of the Nigerian economy. Therefore, some of the recommendations were the practice of Education for Sustainable Development (ESD), urgent curriculum review, and the adoption of innovative pedagogical strategies.
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