Re-skilling Science Teachers to Promote Inclusive Technology Integration and Productive Employment in Ogun State, Nigeria

This study investigates the impact of re-skilling science teachers on fostering inclusive and productive employment that will improve students’ performance. One of the pivotal dimensions of this research is its emphasis on inclusivity in teachers’ instructional practices. In an era characterised by diverse student populations, re-skilling initiatives that cater for educators from various backgrounds, fostering a more representative teaching force is imperative. By adopting an ex post facto design through a quantitative approach, surveys, and classroom observation checklists were used to rate teachers and students to identify the existing gaps in science education and illuminate the potential solutions for equitable access to quality learning. Data were collected from 90 teachers before and after a professional development programme held in Ogun state, Nigeria. Data were analysed using descriptive statistics, t-test, and structural equation modelling (SEM). Results indicated that teachers in the experimental group scored higher than their counterparts in the other group in technology integration in their instructional practices. The outcome of this research provides insights to inform policy decisions, curricular reforms, and teacher training programs on an international scale. By shedding light on effective re-skilling strategies and the symbiotic relationship between science education and employment opportunities, this study contributes to a more inclusive, skilled, and adaptable global workforce.