Exploring STEM-TVET integration in technical colleges: middle leaders' experiences
The need to prepare students with 21st-century skills has led to global educational reforms, including integrating Science, Technology, Engineering, and Mathematics (STEM) into Technical and Vocational Education and Training (TVET). This study explores how middle leaders in Nigerian technical colle...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Academy of Cognitive and Natural Sciences
2025-08-01
|
| Series: | Educational Technology Quarterly |
| Subjects: | |
| Online Access: | https://acnsci.org/journal/index.php/etq/article/view/946 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850043695510847488 |
|---|---|
| author | Sulaimon Adewale Nurudeen Babatunde Bamiro Ntokozo Dennis Ndwandwe |
| author_facet | Sulaimon Adewale Nurudeen Babatunde Bamiro Ntokozo Dennis Ndwandwe |
| author_sort | Sulaimon Adewale |
| collection | DOAJ |
| description |
The need to prepare students with 21st-century skills has led to global educational reforms, including integrating Science, Technology, Engineering, and Mathematics (STEM) into Technical and Vocational Education and Training (TVET). This study explores how middle leaders in Nigerian technical colleges perceive and implement STEM-TVET integration. Using a qualitative approach, 15 purposively selected middle leaders from government-owned technical colleges in Lagos, Nigeria, comprising heads of departments, vice principals, and year tutors, were interviewed. Semi-structured interviews captured their experiences and insights, and data were thematically analysed using NVivo software. Three themes emerged: (1) Middle leaders' conceptualisation of STEM-TVET integration and its benefits, (2) Systemic barriers to effective implementation, and (3) Strategies for sustainable enhancement. Findings indicate that while STEM-TVET integration enhances employability, innovation, and critical thinking, barriers such as outdated curricula, inadequate teacher training, and infrastructural deficits hinder progress. Improvement strategies include human capital development, innovative funding models, policy localisation, and societal reorientation toward STEM.
|
| format | Article |
| id | doaj-art-2bb4d7c0dff94539973e84c0b24ec150 |
| institution | DOAJ |
| issn | 2831-5332 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Academy of Cognitive and Natural Sciences |
| record_format | Article |
| series | Educational Technology Quarterly |
| spelling | doaj-art-2bb4d7c0dff94539973e84c0b24ec1502025-08-20T02:55:10ZengAcademy of Cognitive and Natural SciencesEducational Technology Quarterly2831-53322025-08-0110.55056/etq.946Exploring STEM-TVET integration in technical colleges: middle leaders' experiencesSulaimon Adewale0https://orcid.org/0000-0003-2271-7443Nurudeen Babatunde Bamiro1https://orcid.org/0000-0001-8298-8275Ntokozo Dennis Ndwandwe2https://orcid.org/0000-0001-7149-2397 University of South Africa Lagos State University University of South Africa The need to prepare students with 21st-century skills has led to global educational reforms, including integrating Science, Technology, Engineering, and Mathematics (STEM) into Technical and Vocational Education and Training (TVET). This study explores how middle leaders in Nigerian technical colleges perceive and implement STEM-TVET integration. Using a qualitative approach, 15 purposively selected middle leaders from government-owned technical colleges in Lagos, Nigeria, comprising heads of departments, vice principals, and year tutors, were interviewed. Semi-structured interviews captured their experiences and insights, and data were thematically analysed using NVivo software. Three themes emerged: (1) Middle leaders' conceptualisation of STEM-TVET integration and its benefits, (2) Systemic barriers to effective implementation, and (3) Strategies for sustainable enhancement. Findings indicate that while STEM-TVET integration enhances employability, innovation, and critical thinking, barriers such as outdated curricula, inadequate teacher training, and infrastructural deficits hinder progress. Improvement strategies include human capital development, innovative funding models, policy localisation, and societal reorientation toward STEM. https://acnsci.org/journal/index.php/etq/article/view/946STEM-TVETmiddle leaderstechnical collegesdeveloping country |
| spellingShingle | Sulaimon Adewale Nurudeen Babatunde Bamiro Ntokozo Dennis Ndwandwe Exploring STEM-TVET integration in technical colleges: middle leaders' experiences Educational Technology Quarterly STEM-TVET middle leaders technical colleges developing country |
| title | Exploring STEM-TVET integration in technical colleges: middle leaders' experiences |
| title_full | Exploring STEM-TVET integration in technical colleges: middle leaders' experiences |
| title_fullStr | Exploring STEM-TVET integration in technical colleges: middle leaders' experiences |
| title_full_unstemmed | Exploring STEM-TVET integration in technical colleges: middle leaders' experiences |
| title_short | Exploring STEM-TVET integration in technical colleges: middle leaders' experiences |
| title_sort | exploring stem tvet integration in technical colleges middle leaders experiences |
| topic | STEM-TVET middle leaders technical colleges developing country |
| url | https://acnsci.org/journal/index.php/etq/article/view/946 |
| work_keys_str_mv | AT sulaimonadewale exploringstemtvetintegrationintechnicalcollegesmiddleleadersexperiences AT nurudeenbabatundebamiro exploringstemtvetintegrationintechnicalcollegesmiddleleadersexperiences AT ntokozodennisndwandwe exploringstemtvetintegrationintechnicalcollegesmiddleleadersexperiences |