Epistemological Foundations of Technical and Vocational Education Research in Nigeria: A Critical Synthesis

This study critically examines and synthesises the epistemological foundations of technical and vocational education research in Nigeria, interrogating the dominant research paradigms, theoretical frameworks, and methodological traditions that have shaped knowledge production in the field. Epistemological self-reflection is a hallmark of mature scholarly disciplines, yet systematic examination of the knowledge-making assumptions underlying Nigerian VTE research remains absent from the literature. This study employs a systematic literature review of Nigerian VTE research published in peer-reviewed journals and institutional repositories between 2015 and 2024, analysing 250 studies using epistemological coding. Supplementary data come from in-depth interviews with 20 senior VTE researchers across six Nigerian universities. Critical discourse analysis and bibliometric mapping are used as analytical tools. Findings are expected to reveal a strong positivist dominance in Nigerian VTE research, characterised by heavy reliance on survey designs, underutilisation of qualitative and critical methodologies, limited engagement with African or indigenous theoretical frameworks, and minimal participatory or action research traditions. The study also traces how colonial knowledge legacies and international funding priorities shape epistemological choices. Theoretical contributions include a critical epistemological map of Nigerian VTE research and a proposed inclusive research paradigm that broadens the field's knowledge base. Recommendations address doctoral training, journal editorial practices, and research funding criteria. This study makes a foundational contribution to VTE research methodology scholarship in Nigeria. Keywords: epistemology, VTE research, Nigeria, research paradigms, critical synthesis