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Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).

The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.

With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.

Our findings have implications for higher education practitioners, industry experts and employers of labor.

Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.

The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students.

Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy.

The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient).

All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study.

This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study.

To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.

Following the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS).

Using two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses.

The authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations.

Although this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills.

To the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement.