Embedding green competencies in technical and vocational education as a pathway to sustainable development and climate-resilient workforce formation in Nigeria

Abstract

The increasing threats of climate change, environmental degradation, and rising unemployment have heightened the need for education systems that can develop a workforce equipped with sustainability-oriented competencies. Technical and Vocational Education and Training (TVET) has been identified as a strategic platform for equipping learners with practical skills required for sustainable development and climate-resilient workforce formation. However, the integration of green competencies within TVET programmes in Nigeria remains inadequate and inconsistent. This study explored the embedding of green competencies in TVET as a pathway to sustainable development and climate-resilient workforce formation in Nigeria. The study adopted a qualitative research design using a structured interview schedule administered primarily through online platforms. A purposive sample of 55 lecturers was drawn from six universities, one from each geopolitical zone in Nigeria, across key TVET programme areas. Data were analysed using thematic analysis. Findings revealed that essential green competencies include environmental management, sustainable production practices, renewable energy, waste management, and climate adaptation skills. The integration of these competencies was found to be fragmented and largely dependent on individual lecturers rather than institutional frameworks. Key challenges include outdated curricula, inadequate instructional resources, limited lecturer capacity, weak policy support, and poor industry collaboration. The study concludes that embedding green competencies in TVET is critical for developing a climate-resilient workforce. It recommends curriculum reform, capacity building for educators, improved funding, and stronger policy and industry support to enhance sustainability integration in Nigerian TVET systems.