Integrating Employability Skills in University Programmes: A Qualitative Inquiry into Curricular Practices and Challenges at Selected Universities in Zambia

The increasing global demand for a workforce equipped with relevant employability skills has placed higher education institutions at the centre of preparing graduates for the 21st-century labour market. This study examined the curricular practices and challenges of integrating employability skills into Zambian university programmes to highlight possible strategies for enhancing graduate readiness for the labour market. Using a qualitative research approach, a case study design was employed to gain insights into the curricular practices and challenges associated with integrating employability skills into university programmes at two universities in Zambia. The study comprised a total of 106 participants, consisting of 96 students and 10 key informants, including lecturers and administrators from two universities, A and B, in Zambia. Semi-structured interviews were used to collect data from administrators and lecturers. Thematic analysis was used to identify and categorise common themes that emerged in curricular practices and challenges of integrating employability skills training in academic programmes. The study revealed that the two universities employed various practices to integrate employability skills into their degree programmes. These practices included embedding employability skills training into course content, practical work, simulations, group assignments, and industrial attachments. However, challenges such as faculty competence gaps, limited time for practical aspects, weak links between industry and academia, and inadequate structured integration of employability skills in the programmes persisted. The study recommended, among other things, the strengthening of industry partnerships with higher learning institutions, enhancing faculty development programmes, revising curricula by working in collaboration with HEA and labour industry organisations to integrate systematic skills, and increasing financial and logistical support for students' industrial attachments. Such strategies could help bridge the employability gap and align university education with labour market demands, and ultimately improve graduate work readiness and employability.