Using an Explanatory Sequential Mixed-Methods Design to Examine How Lecturer Pedagogy Shapes the Market-Readiness of IT and Computer Science Students in Somali Universities.
DOI:
https://doi.org/10.5281/zenodo.20241634Keywords:
Lecturer pedagogy, Graduate employability, Market readiness, IT education, Computer science education, SomaliaAbstract
Abstract
The expansion of the global digital economy has increased demand for graduates who possess both technical expertise and workplace readiness.
This study investigates how lecturer pedagogy influences the market‑readiness of Information Technology (IT) and Computer Science students in Somali universities. Using an explanatory sequential mixed‑methods design, quantitative data were collected from 290 students through a structured questionnaire, followed by qualitative analysis of open‑ended responses. Results indicate that while students report moderate to high confidence in foundational competencies such as teamwork, independent learning, and technical problem‑solving, important gaps remain in practical application, real‑world problem solving, and industry engagement. Qualitative findings highlight outdated curricula, limited laboratory resources, and weak university‑industry collaboration as major barriers to graduate employability. The study concludes that Somali universities should strengthen project‑based learning, modernize curricula, and develop structured partnerships with industry to enhance
graduate employability and labor‑market readiness.
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