Design Pedagogy and Studio Practice in Nigerian Polytechnic Art Programmes

Polytechnic art and design programmes in Nigeria occupy a distinct educational niche, focused on vocational and professional preparation for the applied arts industries in ways that differ from the academic and fine arts orientations of university departments. This study examines design pedagogy and studio practice in polytechnic art programmes at Kaduna Polytechnic, the Federal Polytechnic Nekede in Owerri, and Auchi Polytechnic in Edo State, representing the North West, South East, and South South zones. Primary data are gathered from 60 design students, 20 design lecturers, and industry representatives through structured questionnaires, studio observation, and portfolio review sessions. The study evaluates curriculum content and learning outcomes in graphic design, product design, and textile design courses, studio facility quality, the relevance of project briefs to professional practice, and the employability outcomes of graduates. The theoretical framework draws on vocational design education theory, the design pedagogy literature, and the skills development research on polytechnic education in developing countries. The study examines whether polytechnic design programmes are meeting their vocational mandate or drifting toward academic orientations that reduce their practical relevance. The contrast between the three geopolitical zone contexts allows for assessment of whether polytechnic design education quality is evenly distributed across Nigeria's regions. Findings are intended for the National Board for Technical Education, polytechnic design departments, and industry stakeholders seeking closer engagement with vocational design programmes. Keywords: design pedagogy, polytechnic, art programme, Nigeria, vocational design education