Integrating Multidisciplinary Knowledge Systems in Technical and Vocational Education and Training for Enhanced Employability and Skills Development in Rivers State

Abstract

The study investigated the integration of multidisciplinary knowledge systems in Technical and Vocational Education and Training for enhanced employability and skills development in Rivers State. Three research questions and three hypotheses guided the study. The study adopted a descriptive research design. The population of the study was 372 (lecturers 72 and students 300). A sample size of 372 was drawn from the population using a multistage sampling technique. Data were collected using a structured questionnaire titled Multidisciplinary Integration in TVET Questionnaire (MITQ) designed on a 4-point rating scale of high extent and the reliability of the instrument was established through a test-retest method with a coefficient of 0.84. Mean and standard deviation were used to answer research questions, while z-test were employed to test the null hypotheses at 0.05 level of significance. Findings from the study revealed a low extent of multidisciplinary integration in TVET curricula, particularly in digital technology, entrepreneurship, and policy linkages, despite moderate inclusion of soft skills and environmental elements. Respondents perceived multidisciplinary approaches as having a high positive influence on employability skills and job readiness. Key challenges included outdated curricula, inadequate funding and weak industry linkages. The study also revealed that deliberate multidisciplinary integration can transform TVET outcomes in Rivers State. Based on the findings, the study concluded and recommended that focus on curriculum reform, capacity building, increased funding, and strengthened industry partnerships also build on local scholarship and offer practical strategies for sustainable skills development amid economic diversification needs.