Exploring STEM-TVET integration in technical colleges: middle leaders' experiences
DOI:
https://doi.org/10.55056/etq.946Keywords:
STEM-TVET, middle leaders, technical colleges, developing countryAbstract
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indicate that while STEM-TVET integration enhances employability, innovation, and critical thinking, barriers such as outdated curricula, inadequate teacher training, and infrastructural deficits hinder progress.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.
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Copyright (c) 2025 Sulaimon Adewale, Nurudeen Babatunde Bamiro, Ntokozo Dennis Ndwandwe
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Accepted 2025-07-06
Published 2025-08-08
