From Community Engagement to Career Readiness: The Role of Micro-Credentials in Enhancing Graduate Employability

Samson Abayomi Ojo; Opeyemi Tolulope Odewale; Samuel Dumazi Khoza

doi:10.21153/jtlge2026vol17no2art2403

Authors

Dr Samson Abayomi Ojo Tshwane University of Technology https://orcid.org/0000-0002-0836-7080
Dr Opeyemi Tolulope Odewale University of Nigeria, Nsukka https://orcid.org/0009-0008-3741-6647
Dr. Dumazi Samuel Khoza Tshwane University of Technology https://orcid.org/0000-0003-1545-8148

DOI:

https://doi.org/10.21153/jtlge2026vol17no2art2403

Abstract

This study explored undergraduate students’ and community partners’ perceptions of the value of micro-credentials within community-engaged Work-Integrated Learning (WIL) in technical education programs in South-East Nigeria. Guided by Experiential Learning Theory, Human Capital Theory, and Signaling Theory, the study adopted a mixed-methods exploratory design to examine how micro-credentials were perceived in relation to employability-related competencies, professional confidence, and career readiness. Quantitative data were collected through a structured questionnaire administered to 412 undergraduate students enrolled in technical education programs incorporating community-engaged WIL, while qualitative data were generated through semi-structured interviews with 20 students and 12 community partners involved in WIL supervision and collaboration. Findings revealed generally positive student perceptions regarding the usefulness of micro-credentials for recognising competencies developed through experiential learning, strengthening confidence in communicating skills, and supporting preparedness for future employment. Qualitative findings further suggested that students viewed micro-credentials as useful for documenting technical and transferable competencies, encouraging reflective learning, and articulating skills gained through community-engaged experiences. Community partners similarly perceived micro-credentials as potentially valuable indicators of students’ preparedness and engagement within collaborative projects. However, participants identified institutional and contextual constraints, including limited awareness, inconsistent implementation, inadequate guidance, and weak digital infrastructure. The study suggests that micro-credentials may serve as useful mechanisms for recognising and communicating learning developed through community-engaged WIL while highlighting the need for stronger institutional support and clearer implementation strategies.

Author Biographies

Dr Samson Abayomi Ojo, Tshwane University of Technology

Dr. Samson Abayomi Ojo is a Postdoctoral Research Fellow in the Department of Technology and Vocational Education at Tshwane University of Technology and a Lecturer in the Department of Industrial Technical Education at the University of Nigeria, Nsukka. His research focuses on artificial intelligence, digital technologies, technical and vocational education, work-integrated learning, and workforce development. He has published widely in peer-reviewed journals and presented papers at national and international conferences.
Dr Opeyemi Tolulope Odewale, University of Nigeria, Nsukka

Dr. Opeyemi Tolulope Odewale is a Senior Lecturer in the Department of Industrial Technical Education at the University of Nigeria, Nsukka. She specializes in Electrical and Electronics Technology Education, with research interests in technical and vocational education, technology-enhanced learning, skills development, and engineering education. She has published extensively in peer-reviewed journals and presented papers at national and international conferences.
Dr. Dumazi Samuel Khoza, Tshwane University of Technology

Dr. Dumazi Samuel Khoza is a Senior Lecturer and Head of the Department of Technology and Vocational Education at Tshwane University of Technology. He also serves as Chair of the Technical and Vocational Education and Training Lecturer Qualification Community of Practice. His research interests include technology education, TVET, ICT integration, work-integrated learning, and digital pedagogies that enhance teaching and learning in vocational education.

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