Implementing the Use of English Curriculum with Entrepreneurship Mindset in Nigerian Polytechnics

This study examined the implementation of the English curriculum with an entrepreneurial mindset in Nigerian polytechnics, focusing on course values, students’ attitudes, motivation, interest, and language skill acquisition. Using a stratified sampling technique, data were collected from 72 ND2 and HND1 students across six departments through a 30-item structured questionnaire. Descriptive statistics (mean, standard deviation, skewness, and kurtosis) and inferential analyses, including multiple least squares regression and ANCOVA, were conducted using SPSS. Results indicated a positive perception of the curriculum, with most respondents scoring above the acceptable cut-off (3.0–4.0). Statistically significant differences were found in key factors contributing to curriculum improvement. The model explained 97.7% of the variance (adjusted R² = 0.977), with a Durbin-Watson statistic of 1.000 indicating positive autocorrelation. ANCOVA confirmed significant differences between pre- and post-treatment variations (p < 0.05), leading to the rejection of all null hypotheses. Findings underscored the need for curriculum reforms to integrate entrepreneurial skills into language education, preparing students for the evolving labour market. The study recommended that the government and TVET institutions ensure the comprehensive implementation of this curriculum in polytechnics. Further research was suggested to assess its long-term impact on students’ employability and entrepreneurial success. This study provided empirical evidence supporting the integration of entrepreneurial skills into English education, enhancing its practical application and relevance.