The persistent rise in graduate unemployment in Nigeria has raised concerns about the relevance and currency of university curricula, particularly in state-owned universities. Despite national policy directives emphasizing skills-oriented, labour-market-responsive curricula, evidence suggests a widening gap between curricular content and workplace demands. This study, therefore, examined lecturers’ perceptions of curriculum currency and its influence on graduate employability in selected state universities in southeastern Nigeria. A comparative descriptive survey design, complemented by qualitative inquiry, was adopted. Participants comprised 200 lecturers drawn from Ebonyi State University and Imo State University, representing faculties of education, arts, and social sciences. Data were collected using a structured questionnaire and a semi-structured interview guide. Quantitative data were analysed using descriptive statistics and inferential techniques, while qualitative data were thematically analysed. Findings revealed that lecturers perceived the existing curricula as moderately outdated, particularly in terms of digital competencies, industry relevance, and the integration of practical skills. A significant relationship was established between perceived curriculum currency and graduate employability. Although lecturers from Imo State University reported slightly higher perceptions of curriculum relevance than their counterparts from Ebonyi State University, both institutions faced similar systemic challenges. The study underscores the need for continuous curriculum review, stronger university-industry collaboration, and sustained professional development for lecturers to enhance graduate employability in Nigeria.
Eke et al. (Sat,) studied this question.