This study evaluated the effectiveness of targeted modular digital skills training in enhancing graduate employability through 21st-century digital competencies in Ogun State, Nigeria. Adopting a descriptive design, the research integrated quantitative and qualitative approaches to assess skill gains, relevance, satisfaction, and employability benefits, while capturing contextual insights into participants’ experiences. The study involved 1,028 unemployed and underemployed graduates (male = 676; female = 352) purposively drawn from 1,400 randomly distributed questionnaires, based on criteria including possession of a recognized higher education qualification, commitment to complete all modules, and limited or intermediate prior proficiency. Training was delivered in four hands-on modules: Google Workspace, LinkedIn Professional Development, Canva Creative Design, and CV Writing with Digital Tools. Findings revealed statistically significant improvements across all modules (p < .001), with large effect sizes (Cohen’s d = 2.88–4.91) confirming both statistical and practical significance. Google Workspace and CV Writing recorded the highest post-training mean scores, while Canva, though effective, lagged behind. Data analysis highlighted enhanced job application confidence, increased workplace readiness, and high satisfaction with training relevance. However, ANOVA results indicated that training type accounted for only 1.6% of score variance, suggesting modest differences between modules. Recommendations include targeted enhancements to the Canva module such as more practical exercises, revised pacing, and contextualised design tasks, while retaining the overall modular approach due to its proven effectiveness. This study reinforces the potential of structured, practice-driven digital skills interventions as a scalable strategy for addressing Nigeria’s graduate employability gap.
Samuel et al. (2025) studied this question.