INTEGRATED LEARNING AND INTERNSHIP EFFECTIVENESS IN NIGERIAN ARCHITECTURAL EDUCATION

Abstract

This study examines the effectiveness of integrated internship programs in Nigerian architectural education, by aiming to bridge the gap between theoretical classroom instruction and professional industry practice to enhance professionalism. The research identified factors that served as systemic and general barriers to effective implementation of integrated learning and internship. It assessed the alignment between academic curricula and industry needs, and evaluated the influence of supervision and digital exposure on learning outcomes among students of architecture in universities in Nigeria. The study used a mixed-methods approach, and an embedded multiple-case design was applied across four accredited universities samples for the study. Data were gathered from 150 students and recent graduates through surveys instrument, along with oral interviews of 25 practitioners and lecturers. The findings from the study revealed that only 41.9% of the students felt adequately prepared for internships, as they  exhibited low competence in core professional areas including project management (22.2%) and construction documentation (29.9%). On a brighter note, a strong positive correlation was observed between the quality of supervision and general satisfaction during internship (r = 0.721, p < .05), yet 80% of supervisors noted that some students still faced difficulties in applying theoretical knowledge, while only 37.6% of respondents had exposure to advanced digital tools like BIM during internship and classroom learning. The study concluded that the  internship model practices in Nigeria is hugely flawed, constrained by inconsistent supervision, limited technological integration, and absence of competency-based assessment. The study recommended reforms targeted at university-industry collaboration, structured supervisor training, digital literacy enhancement, and a shift toward competency-based evaluation frameworks.