Lecturers' Perception and Efficacy of Experiential Pedagogy on Industrial-Relevant Skills Acquisition among Business Education Students in Delta State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026297Abstract
This study investigated lecturers’ perspectives on the efficacy of experiential pedagogy, specifically internships, mentorships, and teaching strategies, in fostering industry-relevant skills among Business Education students in Delta State, Nigeria. A descriptive survey research design was adopted. The population comprised all 136 Business Education lecturers across five public tertiary institutions in the state. A census sampling technique was utilized, meaning the entire population was studied. Data were collected using a validated "Curriculum Design, Teaching Methods, and Employability Skills Questionnaire" with a reliability coefficient of 0.81. Data were analyzed using mean and standard deviation for research questions, while t-test and Analysis of Variance (ANOVA) were used to test hypotheses at a 0.05 level of significance. Results revealed that modern instructional technologies, collaborative projects, and role-playing are considered highly effective teaching methods. Furthermore, internships and mentorships are viewed as critical for career readiness, with these perceptions remaining consistent regardless of the lecturers' age, gender, or academic qualifications. The study concludes that while educators actively use student-centered strategies to bridge the theory-practice gap, systemic institutional backing is essential for maximum impact. Therefore, it is recommended that tertiary institutions formally institutionalize guest lectures and joint research with industry professionals to facilitate real-world knowledge transfer.
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