Integration Of Green Energy Technologies Into Automobile Technology Education Curriculum In Tertiary Institutions In Nigeria: Challenges And Prospects

Abstract

The study ascertained the challenges and opportunities associated with the integration of green energy technologies into automobile technology education curricula in Nigeria at the tertiary levels. The study utilized a cross-sectional survey research design. 3 research questions guided the conduct of this study. The population for the study was 149 respondents comprising 116 lecturers, 12 curriculum developers, and 21 industrial trainers in the study area. The instrument for data collection was a structured questionnaire validated by 3 experts. Cronbach’s Alpha reliability was used to ascertain the reliability coefficient of the instrument which stood at .89. The data collected were analyzed using mean and standard deviation to answer the research questions, while Analysis of Variance (ANOVA) was used to test the null hypotheses at a .05 level of significance using SPSS. Findings revealed among others that limited access to up-to-date educational materials and the skills gap among educators were challenges hindering the integration of green energy technologies into ATE curriculum in Nigeria.  Also, contributing to job creation and stimulating economic growth were opportunities associated to the integration of green energy technologies into ATE curriculum in Nigeria. Equally, curriculum restructure, training educators, establishment of research and development centers were among the strategies for facilitating the integration of green energy technologies into ATE curriculum. The study recommends among others that Government should develop and implement supportive policies that promote the integration of green energy technologies.