BRIDGING THE GAP: THE IMPACT OF DIGITAL PEDAGOGY AND INSTITUTIONAL BARRIERS ON WORKFORCE READINESS

Authors: Alimi A. A., Agboola, O. S, Adeoye, O. O., & Ogundare, M.Y

ABSTRACT

Purpose: This study examined the influence of digital pedagogical innovation, student autonomy, and institutional barriers on workforce readiness among distance learners in a developing economy.

Design/Methodology/Approach: A quantitative cross-sectional survey design was adopted. Data were collected from 254 distance learners at the Ladoke Akintola University of Technology Open and Distance Learning Centre and analyzed using descriptive statistics, reliability analysis, and multiple regression techniques.

Findings: The results revealed that student autonomy has a strong and statistically significant positive effect on workforce readiness (β = 0.7465, p < 0.001), emphasizing the importance of self-directed learning in enhancing employability. In contrast, digital pedagogical innovation and institutional barriers had positive but statistically insignificant effects, indicating that technology adoption and institutional constraints alone do not significantly influence workforce readiness.

Implications/Originality/Value: The study emphasizes learner autonomy as the key factor for workforce readiness in distance learners. It suggests that higher education institutions should focus on learner-centered approaches, improve digital technology integration, and enhance employability skills. The findings indicate that learner autonomy is more critical to workforce readiness than digital pedagogical innovations or institutional barriers.

Keywords: Digital pedagogy, student autonomy, institutional barriers, workforce readiness, distance learning.

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