TEACHERS' DIGITAL COMPETENCIES AND STUDENTS’ EMPLOYABILITY IN ELECTRICAL INSTALLATIONS AND MAINTENANCE WORKS IN EDO AND DELTA STATES, NIGERIA

Abstract

This study investigated teachers’ digital competencies and student employability in electrical installations and maintenance works (EIMW) in Edo and Delta States, Nigeria. Adopting a correlational research design, the study involved the entire population of 102 electrical and electronic teachers alongside 408 Vocational II (VOC II) students specializing in EIMW across technical colleges in both states. Data were gathered using two structured instruments: the Questionnaire on Employability of VOC II Students in EIMW and the Influence of Teachers’ ICT Skills on the Employability of Students’ Specializations in EIMW (ICTSESSEIM). Hypotheses were tested using Linear Regression Analysis (LRA) at a .05 level of significance. The findings revealed that teachers' coding and programming competence, as well as their technical troubleshooting and maintenance skills, significantly enhance the employability of EIMW students in technical colleges. Based on these insights, it is recommended that the Ministry of Education and the National Board for Technical Education (NBTE) prioritize specialized coding, programming, and maintenance workshops for technical educators. Strengthening these capacities will enhance their problem-solving and automation design skills, thereby enabling teachers to produce highly skilled graduates capable of effectively managing smart electrical systems and advanced industrial installations.