TECHNOLOGICAL INNOVATION INTEGRATION AND WORKFORCE READINESS AMONG ACCOUNTING EDUCATION STUDENTS IN NIGERIAN TERTIARY INSTITUTIONS

Abstract

This study examined the relationship between technological innovation integration and workforce readiness among accounting education students in Nigerian tertiary institutions. The study was motivated by the growing demand for accounting graduates who possess

digital competencies required for modern technology-driven workplaces. A correlational

research design was adopted for the study. The population comprised 259 final-year

Business Education students offering accounting-related courses from the Federal College

of Education (Technical), Omoku, Rivers State and Nnamdi Azikiwe University, Awka,

Anambra State. The sample size of 155 respondents was determined using the Krejcie and

Morgan sample size determination formula. Data were collected using a structured

questionnaire titled Technological Innovation Integration and Workforce Readiness

Questionnaire (TIIWRQ) developed by the researcher. The instrument was validated by

experts in Business Education and Measurement and Evaluation, while a reliability

coefficient of 0.82 was obtained using Cronbach Alpha. Pearson Product Moment Correlation

was used to answer the research questions and test the corresponding hypotheses at a

0.05 level of significance. The findings revealed that accounting software integration has a

strong positive relationship with workforce readiness among accounting education students.

The study also found that digital learning platforms significantly contribute to students’

technological competence and workplace preparedness. Furthermore, exposure to data

analytics technologies was found to significantly enhance students’ analytical skills and

readiness for modern accounting practice. Based on the findings, the study concluded that

effective integration of technological innovations into accounting education programmes

improves the workforce readiness of accounting education students in Nigerian tertiary

institutions. The study therefore recommended that tertiary institutions should strengthen  the integration of accounting software, digital learning platforms, and data analytics

technologies in accounting education programmes in order to equip students with the

technological competencies required in contemporary accounting workplaces.