Empowering Lecturers in Tertiary Institutions: Integrating Skill Oriented Pedagogy through Reflective, Religiousand Ethical Academic Practice
DOI:
https://doi.org/10.68653/3asg1441Keywords:
Lecturer empowerment, Skill-based teaching, Tertiary education, Professional development, Educational psychology, Ethical pedagogyAbstract
This study examined how lecturers in Nigerian tertiary institutions can be empowered to shift from theory-dominated teaching to skill-oriented instructional approaches. The central problem addressed is the limited capacity of many lecturers to integrate practical skill development into their teaching, a challenge that continues to hinder the holistic development of students in higher education. The study aims to examine the extent of lecturers' understanding of empowerment education and to evaluate the impact of targeted professional development interventions on their ability to implement skill-based pedagogy. Drawing insights from educational psychology, religious and ethical teaching perspectives, this quantitative research was conducted using a sample of 100 lecturers, 50 each from Yaba College of Technology, Lagos, and McPherson University, Ogun State, Nigeria. Data were collected through a structured questionnaire designed to assess lecturers’ prior knowledge of empowerment-based instruction, their confidence in teaching practical skills, and their perceived institutional support. A pre- and post-intervention research design was employed, and results were analyzed using descriptive statistics and paired sample t-tests. Findings revealed a significant increase in lecturers' self-reported competence and confidence following the intervention: from 42% to 82% at Yaba College of Technology and from 38% to 76% at McPherson University (p < 0.01). These results underscore the importance of targeted faculty development in shifting pedagogical practices. The study recommends sustained institutional investment in professional training programs focused on skill integration, reflective teaching, religious and ethically responsible instruction. Such initiatives are critical for equipping lecturers with the necessary tools to foster practical, value-based education in Nigeria’s tertiary institutions.
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