Exploration of employability skills among Osun state undergraduate students in the era of 4IR

The fourth industrial revolution (4IR) refers to the continuing transformation driven by technological advancements such as artificial intelligence (AI), robotics, big data, and other emerging technologies, shaping industries and workforces globally. This study examines the awareness and preparedness of undergraduate students in Osun State, Nigeria, regarding employability skills essential for navigating the 4IR within the broader sustainable development framework. Despite increasing global attention on 4IR and employability, few empirical studies exist on how undergraduates are aware of and prepare for 4IR demands, underscoring a critical gap in the literature. Adopting a descriptive survey design, data were collected using an online platform from a representative sample (n = 184) of undergraduates across federal, state, and private universities within the state. The structured questionnaire was an adapted instrument with an alpha level of 0.909. Findings show that AI has the highest score (M = 3.25), implying that students are more aware of it. However, students are more prepared to overcome the challenges of 4IR (M = 3.82). Statistical analysis indicates no significant differences in awareness and preparedness levels across genders (t(182) = 1.77, p > 0.08) and institutions (F(2, 181) = 2.45; p > 0.050). These results suggest a uniform need for enhanced curriculum and training programs across all higher education institutions in the country. This study underscores the importance of integrating 4IR competencies into university curricula and promoting experiential learning opportunities to bridge the skills gap. The findings imply that national education policies should prioritise the inclusion of 4IR-related modules in all undergraduate programmes, regardless of discipline or institution type. Also, universities must establish collaborative platforms with industries to co-design employability-focused courses, aligning academic output with workforce demands. These actions align with sustainable development goals (SDGs), particularly SDGs 4, 8, and 9. Recommendations include curriculum reforms, investment in digital infrastructure, and partnerships with industry stakeholders to facilitate practical skill acquisition. Addressing these areas is crucial for equipping graduates with the competencies to thrive in the evolving digital economy. Implementing these recommendations will enhance students’ readiness for future work and position Nigeria competitively in the knowledge-driven global economy.