Application of Talent Skilling and Knowledge Production as Transformative Education Strategies in Higher Education: A Comparative Study of Ugandan Private and Public Universities

Education Studies

Transformative Education in the Digital Age: Evaluating the Impact of Digital Literacy Training on Graduate Employability in Kenya

This study aims to investigate the role of training delivery mode in determining the effectiveness of digital literacy training and, consequently, the acquisition of digital competence among university students in Kenya. The rapid adoption of digital technology has changed skill requirements in the labour market, compelling educational institutions to equip individuals with digital competencies. The Technology Acceptance Model (TAM) formed the basis for the convergent mixed-methods approach used in this study. Quantitative data were collected using structured questionnaires from 384 randomly selected final-year students across six universities in Kenya, while qualitative data were collected through interviews with 20 university administrators and 15 human resource managers. Descriptive findings revealed that although 78.4 per cent of students had received formal training in digital technologies, they lacked advanced digital competencies. Moderation analysis showed that blended delivery significantly increased digital competence acquisition (interaction β = 0.178, p = 0.024) and improved employability through enhanced problem-solving skills and effective application of learned skills in the workplace. Qualitative findings indicated that blended learning was preferred because face-to-face interaction facilitated understanding of difficult concepts. The findings demonstrate that training delivery mode moderates the relationship between digital literacy training and competency development, with blended delivery producing better outcomes. The study recommends that universities adopt blended learning models for digital literacy training. It contributes to research by demonstrating that training effectiveness depends substantially on how training

Student ‌Experience ‌and ‌Programme Quality as Determinants of Student Satisfaction and Employability in Technical and Vocational Education and Training Institutions: Evidence from the Technical University of Mombasa, Kenya

Technical and Vocational Education and Training (TVET) is widely regarded as a core mechanism for building a skilled labour force that can sustain industrial expansion, innovation, and long-term economic development. In Kenya, reform efforts continue, yet there remains limited empirical work showing how multiple aspects of student experience, taken together, relate to student satisfaction and perceived employability in TVET settings. This study assessed how teaching quality and curriculum relevance, learning resources and institutional facilities, student support services and industry exposure, financial constraints, and employability preparedness relate to overall student satisfaction at the Technical University of Mombasa (TUM-TVET Institute). A descriptive cross-sectional design was applied through a mixed-methods strategy, with quantitative data providing the main evidence and qualitative responses offering interpretive depth. Using a structured questionnaire, data were collected from 248 students and analysed through descriptive statistics, thematic analysis, and multiple linear regression. Results indicate generally favourable views of teaching quality, curriculum relevance, institutional standing, and employability preparedness. At the same time, respondents pointed to clear weaknesses in practical training, connections with industry, student support provision, ICT capacity, and financial support. In the regression model, employability preparedness (β = 0.218, p < 0.001), learning resources and institutional facilities (β = 0.102, p = 0.011), and student support services and industry exposure (β = 0.066, p = 0.031) emerged as significant predictors of overall student satisfaction. Teaching quality and curriculum relevance, along with financial constraints, did not show statistically significant independent effects once other factors were controlled. The study therefore argues that satisfaction in TVET settings is driven mainly by employability confidence, access to adequate learning resources, and effective institutional support, more than by classroom teaching alone. Strengthening industry linkages, widening experiential learning, upgrading infrastructure, improving student support systems, and embedding continuous quality improvement are recommended to raise educational quality and graduate employability across Kenya’s TVET sector.

Student Experience and Programme Quality as Determinants of Student Satisfaction and Employability in Technical and Vocational Education and Training Institutions: Evidence from the Technical University of Mombasa, Kenya

Gender Influence on Participation and Performance of Students in Building Technology Education in Federal Colleges of Education (Technical) in North East Nigeria

This study focused gender influence on participation and performance of students in Building Technology Education in Federal Colleges of Education (Technical) in North-East Nigeria. The theoretical framework applicable to this study is the Expectancy-Value Theory (EVT), developed by Eccles et al. (1983) and elaborated upon by Eccles and Wigfield (2002). The theory postulates that an individual’s motivation, academic choices, level of participation, and performance outcomes are primarily determined by two psychological constructs: expectancy beliefs and task values. Expectancy beliefs refer to an individual’s confidence in their ability to successfully complete a given task, while task values reflect the importance, usefulness, or interest the individual attaches to performing that task. The theory holds that motivation is highest when both constructs are strong, and that participation and performance decline when either expectancy or value is low. A descriptive and correlational survey research design was adopted for the study. The population comprised 67 NCE II students offering BTE in two Federal Colleges of Education (Technical) located in Gombe and Potiskum. A census sampling technique was used to include the entire population. Data were collected using a validated questionnaire titled Gender Influence on Participation and Performance Questionnaire (GIPPQ) and students’ academic performance records. The reliability coefficient of the instrument was established at 0.87 using Cronbach’s Alpha. Data were analysed using mean and standard deviation to answer research questions. The data for the study was analyzed using statistical package for social sciences (SPSS) version 25 while linear regression and independent samples t-test were used to test hypotheses at the 0.05 level of significance. The findings revealed that gender does not significantly influence students’ participation and academic performance in BTE programmes. However, gender-related challenges such as cultural stereotypes, peer pressure, and institutional bias were found to significantly affect both participation and performance, particularly among female students. The study further showed that gender significantly influences students’ interest in pursuing careers in building technology, with male students demonstrating higher interest levels. The study concluded that while gender alone is not a significant determinant of participation and performance, socio-cultural and institutional factors linked to gender create barriers that hinder full engagement, especially for female students. It was recommended that Federal Ministry of Education in collaboration with National Commission for Colleges of Education and institutional administrators implement gender-responsive strategies, improve learning environments, and promote equal opportunities to enhance participation and performance in BTE programmes.

Enhancing Work-Integrated Learning (WIL) in Higher Education Institutions (HEIs): A Literature Review on Challenges, Strategies, and Graduate Employability in the South African Context

This paper explores existing literature on work-integrated learning challenges, strategies, and it impact on graduate employability in the South African context in higher education institutions. In this paper, the approach followed is a systematic narrative synthesis involving conceptual and empirical literature review. Hence, this literature review includes research studies published as peer-reviewed articles in the English language. Only articles published between the years 2015 and 2025, as well as case studies of WIL in higher institutions used. The theories that formed the backbone of this paper are based on Kolb's Experiential Learning Theory, with a focus on learning as an acquired skill, and Human Capital Theory, which relates to the economics of skill acquisition and employability. The findings from the literature review range from inconsistent industry partnerships to a spectrum of students' preparedness for such requirements, unsatisfactory supervision structures, and even inequities in access to work placements. Co-designed curricula and the related structured reflection underpin the realization of WIL benefits, as does the increasing use of digital monitoring tools, deliberate mentorship, and tight collaboration between academia and industry. Most of the literature consistently establishes that WIL facilitates graduates' workplace competence, professional confidence, and access to a job-related network. This paper is literature-based; findings depend on the scope and quality of available publications and, therefore, do not capture emerging institutional practices not yet published. The increased employability, reduction of youth unemployment, equity, and community engagement for social development in South Africa are among the social impacts of enhanced WIL at HEIs. The research therefore informs HEI policy and curriculum development on how WIL can contribute to SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), promote equal learning, improve skill acquisition, and enhance graduate employability in South Africa.