Challenges and Opportunities of Integrating Green Technology Skills into Vocational Education in Bayelsa State

This study examines the challenges and opportunities associated with integrating green technology skills into vocational and technical education in Bayelsa State, South South Nigeria. Nigeria's transition towards a low-carbon economy is creating demand for skills in solar installation, energy auditing, waste management technology, and sustainable construction, yet vocational education programmes have been slow to incorporate these competencies. Bayelsa State, a major oil-producing region experiencing environmental challenges, represents a particularly relevant context for examining this issue. A descriptive survey design is employed, engaging 60 vocational programme managers, 80 teachers, and 30 industry representatives from institutions in Yenagoa, Sagbama, and Brass local government areas. A structured questionnaire and focus group discussions explore current curriculum status, teacher readiness, industry demand, and institutional capacity for green skills integration. Thematic and descriptive analysis is applied. Findings are expected to reveal significant interest in green technology integration alongside substantial barriers including absent curriculum frameworks, lack of trained instructors, and insufficient equipment. The study also identifies opportunities through donor partnerships and oil company corporate social responsibility programmes. Recommendations include a green skills curriculum module for national vocational qualifications, teacher training partnerships with renewable energy firms, and pilot green technology workshops funded through environmental remediation accounts. This study contributes to sustainable vocational education research in the Niger Delta and provides evidence for green skills policy development. Keywords: green technology, vocational education, Bayelsa State, curriculum integration, sustainable skills