DIGITAL SKILLS OF BUSINESS EDUCATION GRADUATES IN ABIA STATE: IMPLICATION FOR CURRICULUM RE-ORGANIZATION AND DIVERSIFICATION

Abstract:
The rapid advancements in technology and the increasing digitalization of the business landscape have necessitated a comprehensive evaluation of the digital skills possessed by graduates of business education programs. This study focuses on Abia State, Nigeria, and aims to assess the digital skills of business education graduates and explore the implications for curriculum re-organization and diversification.

The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews. The sample consists of recent business education graduates from various tertiary institutions in Abia State. The quantitative data collection involves assessing the proficiency of graduates in key digital competencies such as information literacy, digital communication, data analysis, and digital problem-solving. The qualitative interviews provide insights into graduates’ perceptions of the relevance of their digital skills in the workplace.

Preliminary findings reveal that while business education graduates in Abia State possess a basic level of digital literacy, their proficiency in advanced digital skills is limited. Graduates generally exhibit competence in basic computer operations, internet usage, and office productivity tools. However, their knowledge and skills in areas such as data analysis, digital marketing, e-commerce, and emerging technologies are relatively inadequate.

The implications of these findings for curriculum re-organization and diversification are significant. To bridge the digital skills gap, it is recommended that the business education curriculum be updated to incorporate emerging digital trends and technologies. Courses on data analytics, digital marketing, e-commerce, cybersecurity, and emerging technologies should be introduced or strengthened. Collaborations between educational institutions and industry should be fostered to ensure that the curriculum aligns with the evolving needs of the business sector.

Furthermore, pedagogical approaches should be revised to emphasize experiential and hands-on learning. Integrating practical exercises, case studies, industry projects, and internships can enhance graduates’ digital skills and their ability to apply theoretical knowledge in real-world scenarios. Faculty development programs should also be implemented to equip educators with up-to-date digital competencies and teaching methodologies.

In conclusion, this study highlights the need to enhance the digital skills of business education graduates in Abia State to meet the demands of the modern business environment. Curriculum re-organization and diversification, along with pedagogical improvements, are crucial for equipping graduates with the requisite digital competencies that will enable them to thrive in the digital age.