Enhancing STEM Education and Fourth Industrial Revolution (4IR) Skills for Sustainable Industrial Growth and Human Capital Development in Nigerian Tertiary Institutions
DOI:
https://doi.org/10.63561/fnas-jmse.v7i1.1067Keywords:
STEM Education, , Fourth Industrial Revolution, Human Capital Development, Industrial Innovation, Sustainable DevelopmentAbstract
The Fourth Industrial Revolution (4IR) represents a paradigm shift in human productivity, driven by digital technologies such as artificial intelligence (AI), robotics, data analytics, and the Internet of Things (IoT). For developing economies like Nigeria, the challenge lies in aligning tertiary education, particularly in Science, Technology, Engineering, and Mathematics (STEM), with these global demands. This study investigates strategies for enhancing STEM education and integrating 4IR skills in Nigerian tertiary institutions to promote industrial growth and human capital transformation. Employing a quasi-experimental mixed-method design, data were collected from 600 STEM students and 60 lecturers across six universities. Quantitative data were analyzed using descriptive statistics, t-tests, and ANOVA, while qualitative insights were analyzed thematically. Results revealed that institutions integrating digital learning tools, robotics, and AI modules recorded a 37% improvement in students’ problem-solving skills and employability compared to conventional STEM instruction i.e. control group. The findings also showed a significant correlation (r = 0.71, p < 0.01) between digital infrastructure and labour market adaptability. The study concludes that 4IR-oriented STEM curricula are vital for national innovation, technological growth, and sustainable development. Recommendations include curriculum reform, lecturer retraining, industry collaboration, and increased investment in research and digital infrastructure.
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