The Influence of Interdisciplinary Teaching Approaches on Graduate Employability: Evidence from Electrical Installation Programmes in TVET Institutions, Kisumu County, Kenya
Agnes Obware, Isaac Nangendo & Richard Ochieng
Department of Technology Education, School of Education
University of Eldoret, Kenya
Email: agnesobware3333@gmail.com
Abstract: As automation, renewable energy and other rapidly moving technological changes deliver unprecedented pressure on technical and vocational education and training (TVET) systems to produce graduates that are able to deal with automation.However, rapid technological changes in automation, renewable energy, and related fields are placing unprecedented pressure on TVET systems to equip graduates with the interdisciplinary skills required to adapt to evolving workplace demands. This study examined the influence of interdisciplinary teaching approaches on graduate employability among electrical installation graduates in TVET institutions in Kisumu County, Kenya. The study was anchored on human capital theory and employed pragmatic paradigm and descriptive research design. Data was collected using questionnaires distributed to 391 trainees and 21 trainers 4 principals and twelve technicians were interviewed. Linear regression was employed to analyse the relationship between interdisciplinary learning and employability. The findings revealed statistically significant positive relationship where interdisciplinary learning had 41.1% of variability of employability perception among trainers (β = .641, p = .002) and 39.6% among trainees (β = .629, p < .001). Qualitative data confirmed these results where respondents emphasized flexibility, problem-solving competencies, ability to communicate and readiness to learn new technologies as the advantages gained by graduates due to the exposure to multiple fields of study. The study concluded that interdisciplinary learning has a measurable impact on graduates’ perceptions of their preparedness for the job market unlike its benefits being moderated by practical experience and resources that institutions have at disposal. This paper recommended that institutions should strengthen interdisciplinary learning approaches, enhance collaboration with industry, and establish mechanisms for tracking graduates’ progress to improve their preparedness for the job market.
