Greening Technical and Vocational Education and Training: Experimental and Mixed-Methods Evidence from Lagos State Technical Colleges
Abstract Technical and Vocational Education and Training (TVET) plays a critical role in workforce development. However, the global transition toward sustainability requires the integration of green competencies into vocational curricula. This study employed a randomized controlled trial (RCT) within a mixed-methods framework to examine the impact of sustainability-integrated instruction on students’ learning outcomes in five Lagos State technical colleges. A total of 200 students were randomly assigned to experimental (n = 100) and control (n = 100) groups, with 187 participants retained for final analysis following attrition. The intervention, implemented over a 12-week instructional period, introduced modules on renewable energy, waste management, and environmental ethics. Quantitative data were analysed using ANCOVA and MANOVA to assess differences in sustainability knowledge, technical skills, and attitudes, while qualitative data from focus groups were thematically analysed. Results revealed significant improvements in sustainability knowledge (F(1,184) = 18.45, p < .001, η² = .12) and technical skills (F(1,184) = 11.92, p = .001, η² = .09) among the experimental group. However, no statistically significant differences were observed in attitudinal disposition or collaborative skills (p > .05). Qualitative findings highlighted increased learner engagement but identified barriers including limited infrastructure, rigid curricula, and insufficient teacher preparedness. The study provides robust short-term causal evidence that sustainability integration enhances cognitive and technical outcomes in TVET, while underscoring the need for systemic reforms to achieve deeper attitudinal transformation. The findings provide evidence for a scalable framework for greening TVET systems in sub-Saharan Africa.