Addressing Graduate Employability Through 21st Century Digital Skills in Ijebu-Ode Local Government Area
*1Olufunbi Jimoh Akorede, 2Ahmed Olakunle Simisaye, 3Ishola Adebayo Monsur, and 4Henry Chukwu John
*1,&3Department of Educational Technology, College of Specialised and Professional Education, Tai Solarin University of Education, Ijagun, Nigeria Email: akoredeoj@tasued.edu.ng*1 & isholaam@tasued.edu.ng3
2Department of Library and Information Science, College of Specialised and Professional Education, Tai Solarin University of Education, Ijagun, Nigeria Email: simisayyeao@tasued.edu.ng
4Digital Library and Information Resources, African Leadership University, Kigali, Rwanda Email: hjohn@alueducation.com
Abstract
This study evaluated the impact of targeted digital skills training on graduate employability through the acquisition of 21st-century digital competencies in Ijebu-Ode Local Government Area, Ogun State, Nigeria. Using a mixed-methods design, 20 graduates participated in an intensive training programme comprising four modules: Google Workspace, LinkedIn Professional Development, Canva Creative Design, and CV Writing with digital tools. Quantitative data were gathered through pre- and post-test assessments, while qualitative insights were obtained via Focus Group Discussions (FGDs). Results revealed substantial improvements across all modules: Google Workspace (t(19) = -18.96, p < .001, d = 4.24), LinkedIn Professional Development (t(19) = -21.96, p < .001, d = 4.91), Canva Creative Design (t(19) = -12.87, p < .001, d = 2.88), and CV Writing (t(19) = -16.10, p < .001, d = 3.60). Effect sizes ranging from 2.88 to 4.91 indicated exceptionally large practical gains in digital proficiency and employability skills. Thematic analysis of qualitative data highlighted three dominant themes: high participant satisfaction, enhanced employability prospects, and strong transferability of skills to real-world contexts. Graduates reported increased confidence in professional networking, creative content production, collaborative digital work, and competitive CV presentation. Beyond technical competence, participants developed critical soft skills such as adaptability and problem-solving. The findings demonstrate that structured, context-specific digital skills training significantly enhances graduate employability, bridges the digital skills gap, and equips participants with relevant competencies for the modern workforce. The study recommends embedding such programmes into graduate development initiatives to foster career readiness, competitiveness, and resilience in Nigeria’s rapidly evolving digital economy.
Keywords
Graduate employability, digital skills training, 21st-century competencies, Google Workspace, LinkedIn, Canva, CV writing
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