Bridging the Theory-Practice Gap in Business Education: A Pathway to Sustainable Development

Abdullahi AbdulRafiu; Sakariyyahu Shehu; Balqis Olabisi Popoola; Semiu Olawale Makinde; Afeez Adebayo Fawale

doi:10.21009./joc.13.01

Authors

Abdullahi AbdulRafiu Al-Hikmah University, Ilorin
Sakariyyahu Shehu Al-Hikmah University, Ilorin https://orcid.org/0009-0008-7377-9007
Balqis Olabisi Popoola https://orcid.org/0000-0003-2095-3231
Semiu Olawale Makinde Al-Hikmah University, Ilorin, Nigeria, Department of Educational Management and Counselling https://orcid.org/0000-0001-5456-3464
Afeez Adebayo Fawale Al-Hikmah University, Ilorin, Nigeria, Department of Business Education

DOI:

https://doi.org/10.21009./joc.13.01

Keywords:

Business education, Sustainable development, Theory-practice integration

Abstract

This study examines bridging the theory-practice gap in business education to promote sustainable development. Employing a descriptive survey design, data were gathered from 210 business educators across Nigerian universities using a validated questionnaire (Cronbach's alpha = 0.88). Data were analyzed using mean, standard deviation, and independent t-tests. The findings reveal that theory-practice integration is hindered by outdated curricula, weak industry linkages, and inadequate infrastructure. Conversely, experiential learning and industry-institution collaboration significantly enhance students' practical competence, job readiness, and alignment with Sustainable Development Goals (SDGs). Neither gender nor institutional ownership significantly influenced educators' perceptions. To support sustainable development, educational institutions must fortify industry partnerships, embed experiential learning into curricula, and provide ongoing professional development for educators.

Author Biographies

Sakariyyahu Shehu, Al-Hikmah University, Ilorin

Department of Business Education

Lecturer

Semiu Olawale Makinde, Al-Hikmah University, Ilorin, Nigeria, Department of Educational Management and Counselling

Department of Science Education

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