FACULTY OF VOCATIONALAND TECHNICAL EDUCATION

This study is based on the role of AI in enhancing Vocational and Technical Education in Nigeria. To achieve the purpose of this study, four research questions were raised and examined. Data were collected from one hundred and forty-one (141) respondents randomly selected from 4 levels in the Department of Agricultural Education in the University of Benin, Benin city. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of the data was done using mean score and standard deviation. The findings from the study include that there is a low level of AI inclusion in the teaching, and learning process of Vocational and Technical Education in the agricultural sector. This study is focused on an analysis of how AI should be integrated in the higher institutions under competent, well equipped and experienced workforce. The study recommended that government agencies, curriculum developers, and educators collaborate to fully utilize AI-powered tools and technologies. This collaboration would enhance learning experiences, improve practical skills development, and prepare students for the future of farming by offering personalized learning, virtual simulations, and data-driven decision-making. Consequently, students would be equipped with the knowledge and abilities to drive agricultural innovation and achieve self-sustainability. Furthermore, the study suggested that the government allocate sufficient funds to equip institutions with modern computers and learning materials, thereby improving learning outcomes, increasing efficiency, and promoting sustainable agricultural practices.

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.

This study is on "Engaging Youth in Agripreneurship: Strategies for Fostering Agricultural Innovation and Entrepreneurship among Youths in Edo State,". It investigates the challenges limiting youth participation in agribusiness and identifies strategies that can enhance their involvement in the sector. The research was guided by four research questions and four purposes of study. The study employs a descriptive survey research design, With a population of 150,203 youth involved in agripreneurship in Edo State, a sample of 150 respondents was selected using simple random sampling due to the large population size. The research instrument was a structured questionnaire, validated by my supervisor and two lecturers from the Department of Vocational and Technical Education, University of
Benin.the instrument was tested for reliability using pearson correlation coefficient yielding a coefficient of 0.68. The analysis was conducted using mean and standard deviation, with a threshold of 2.5 for acceptance of responses. The Findings revealed that digital agriculture platforms, cooperative farming models,agribusiness incubators and hubs, and government-subsidized youth agribusiness loans would significantly support young agripreneurs in Edo State. However, challenges such as limited access to land, unfavorable government policies, inadequate agricultural training, lack of mentorship, and negative perceptions of agriculture continue to hinder youth participation