Online Professional Development: A Descriptive Case Study of Nigerian Petroleum Industry Technicians and Technologists Leveraging Online Undergraduate Education

Online Professional Development: A Descriptive Case Study of Nigerian Petroleum Industry Technicians and Technologists Leveraging Online Undergraduate Education

Excel Theophilus Ukpohor

Nigeria LNG Limited

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010092

Received: 24 December 2024; Accepted: 28 December 2024; Published: 04 February 2025

ABSTRACT

This study explores the experiences and perceptions of Nigerian petroleum industry technicians and technologists leveraging online undergraduate education as a professional development tool. Using a qualitative descriptive approach, the research investigates how these employees navigate challenges such as internet connectivity issues, time management, and limited peer interaction while highlighting the benefits of flexibility, cost-effectiveness, and enhanced self-efficacy. Guided by Social Cognitive Career Theory (SCCT), the findings reveal that online education facilitates career advancement and skill acquisition and fosters personal growth and transformative learning experiences. The study underscores the importance of supportive organizational policies and improved digital infrastructure to maximize the potential of online education for workforce development. Implications for employers, policymakers, and educational institutions and recommendations for future research are discussed.

Keywords: Online education, Professional development, Nigerian petroleum industry, Social Cognitive Career Theory (SCCT), Career advancement, Workforce development

INTRODUCTION

Background

The global business landscape is continuously evolving, demanding organizations and employees alike to adapt to new skills, technologies, and processes (Haigh & Griffiths, 2009). Professional development is particularly critical for Nigerian petroleum industry employees due to the technical and dynamic nature of the sector. One increasingly popular avenue for professional development is online undergraduate education, which offers flexibility and accessibility, enabling employees to balance work and learning.

In Nigeria, the gap between the demand for quality education and the availability of opportunities has driven many professionals to seek alternatives such as online learning. Factors such as limited university capacity, outdated infrastructure, and the competitive nature of traditional educational systems have made online education a viable option (Ewim et al., 2023; Eze, Chinedu-Eze, & Bello, 2018). Petroleum industry technicians and technologists, many of whom possess technical certificates or Higher National Diplomas (HND), are leveraging online undergraduate programs to enhance their skills, boost self-efficacy, and pursue career advancement. Despite its potential, the relevance of online education for professional development in Nigeria remains underexplored, particularly in understanding how employees experience and value this form of education (Ukpohor, 2021).

Online undergraduate education has significant implications for both individual career trajectories and organizational growth. It offers a pathway for employees to achieve personal and professional goals while enabling organizations to maintain a competent and competitive workforce. However, the value and impact of such programs depend on employees’ perceptions, experiences, and the degree to which they align with organizational needs. Understanding these factors can help bridge the gap between professional aspirations and the practical realities of online learning (Wendler et al., 2012).

Problem Statement

The problem addressed in this study is the limited understanding of how petroleum industry technicians and technologists in Nigeria experience and value online undergraduate education as a tool for professional development. In an era where lifelong learning is essential for career sustainability, exploring the lived experiences of employees who engage in online education while balancing the demands of work and personal life is crucial (Amadi, Adolphus, & Harcourt, 2013).

While online education is widely recognized in developed economies, its acceptance and effectiveness in developing countries, including Nigeria, face unique challenges. Organizational skepticism, societal perceptions, and infrastructural limitations often hinder the full adoption of online learning (Oye, Salleh, & Iahad, 2011). Moreover, the dichotomy between traditional degree holders and HND graduates in Nigeria further underscores the need for alternative educational pathways to level the playing field. Despite the growing number of professionals turning to online education, little is known about how they perceive its value in terms of career advancement, skill enhancement, and personal growth. This knowledge gap creates a barrier to optimizing online education as a professional development strategy (Susskind & Susskind, 2022).

Research Objectives, Questions, and Theoretical Framework

The primary objective of this study is to explore and describe the experiences of petroleum industry technicians and technologists who have pursued online undergraduate education as a means of professional development. The study aims to uncover how these employees perceive online education’s challenges, benefits, and overall value in achieving their career and personal goals. It also seeks to understand the role of online learning in addressing competency gaps and enhancing workplace relevance.

To achieve these objectives, the study is guided by the following research questions:

1. How do petroleum industry technicians and technologists describe their experience with online education as professional development in Bonny Island, Southern Nigeria?
2. How do petroleum industry technicians and technologists describe the value they place on online education as professional development in Bonny Island, Southern Nigeria?

This study is grounded in the Social Cognitive Career Theory (SCCT), which provides a comprehensive framework for understanding career development, decision-making, and outcomes. Developed by Lent, Brown, and Hackett (1994), SCCT emphasizes the interplay of self-efficacy, outcome expectations, and personal goals in shaping career-related behaviors and choices.

Self-efficacy, a core component of SCCT, refers to an individual’s belief in their ability to successfully perform tasks or achieve goals. In the context of this study, self-efficacy influences how employees approach online education and their confidence in deriving value from it. Outcome expectations, which encompass the anticipated benefits of engaging in online education, such as career advancement or skill acquisition, also play a pivotal role. These expectations and personal goals drive employees’ motivation and persistence in navigating the challenges of online learning. SCCT’s emphasis on environmental and contextual factors further highlights the importance of examining Nigeria’s unique sociocultural and organizational dynamics.

By applying SCCT, this study provides a nuanced understanding of how employees’ experiences with online education are shaped by their beliefs, goals, and the external environment. The framework also offers insights into how organizations can foster supportive conditions to enhance the efficacy of online education programs.

Significance of the Study

This study holds significant value for employees, employers, and policymakers in Nigeria’s education and petroleum sectors. For employees, it offers insights into the potential benefits and challenges of pursuing online education, enabling them to make informed decisions about their professional development. Understanding the lived experiences of peers can also inspire confidence and provide strategies for navigating common obstacles. For employers, the findings can inform policies and initiatives aimed at promoting workforce development through online education. Organizations can design tailored support mechanisms by recognizing the value employees place on such programs, such as flexible work schedules, financial sponsorships, or mentorship programs, to maximize employee engagement and retention.

Policymakers and educational institutions stand to benefit from this research by gaining a clearer understanding of the needs and preferences of adult learners in Nigeria. This knowledge can guide the development of more accessible, affordable, and culturally relevant online education programs. Moreover, addressing societal perceptions and organizational skepticism about online education can help foster greater acceptance and integration of this learning mode into Nigeria’s educational landscape.

In conclusion, this study seeks to bridge the knowledge gap surrounding online undergraduate education as a professional development tool in Nigeria. By exploring employees’ experiences and perceptions, it aims to contribute to the growing discourse on the role of online learning in shaping the future of work and education in developing economies.

LITERATURE REVIEW

This literature review aims to provide a comprehensive understanding of the core concepts, theoretical perspectives, empirical studies, and research gaps relevant to online education as a professional development tool for employees in the Nigerian petroleum industry. This review is organized into four key sections: (1) Conceptual Overview, (2) Theoretical Perspective, (3) Empirical Review, and (4) Research Gap.

Conceptual Overview

Defining key concepts that frame this study is essential to fully comprehend the relationship between online education and professional development. These concepts include online education, professional development, and the Social Cognitive Career Theory.

Online Education

Online education, also called e-learning, is a mode of instruction that utilizes digital technologies to deliver educational content to learners remotely. Unlike traditional classroom-based education, online education offers flexibility, enabling students to learn from any location, at their convenience, and at their own pace (Liu et al., 2018). Delivery methods include video lectures, discussion forums, digital reading materials, and interactive learning platforms such as Moodle, Blackboard, and Google Classroom. Online education can be synchronous, where students and instructors interact in real-time, or asynchronous, where students can access pre-recorded materials conveniently (Kozaris, 2010).

In Nigeria, online education has become an alternative learning pathway for individuals seeking higher education while balancing work and family commitments. Given the infrastructural and capacity challenges faced by Nigerian universities, online education provides a means to bridge the access gap (Faturoti, 2022). Employees in technical fields, such as the petroleum industry, have increasingly embraced this approach to acquire bachelor’s degrees, upgrade their skills, and boost their employability. However, the acceptance and recognition of online degrees in Nigeria are still evolving, with debates about their credibility, effectiveness, and the quality of graduates produced (Adewolu Ogwo, 2024; Okoye et al., 2023).

Professional Development

Professional development refers to the process by which employees acquire new knowledge, skills, and competencies to improve job performance, meet organizational goals, and achieve personal career objectives (Collin, Van der Heijden, & Lewis, 2012). Professional development can take various forms, including formal education, training workshops, on-the-job learning, and mentorship. According to Kennedy and Laurillard (2023), professional development is a continuous process that enables individuals to stay current with changes in industry standards, technology, and best practices.

Professional development is particularly crucial for Nigerian petroleum sector employees due to the industry’s dynamic nature and the high level of technical competence required to meet regulatory and operational standards. Employees are motivated to engage in professional development for career advancement, higher earnings, job security, and enhanced self-efficacy. Online education has emerged as a viable professional development option, allowing employees to work and study simultaneously (Connor et al., 2014).

Social Cognitive Career Theory (SCCT)

The Social Cognitive Career Theory is an extension of Bandura’s Social Cognitive Theory. SCCT seeks to explain how an individual’s self-efficacy, outcome expectations, and personal goals influence career decisions, interests, and goal-setting (Lent & Brown, 2013). These factors influence career development and decision-making processes by interacting with personal, behavioral, and environmental variables. SCCT emphasizes the role of self-belief in career development and explains why people choose certain educational pathways and careers (Wang, Liu, & Deng, 2022).

In the context of this study, SCCT provides a framework for understanding how Nigerian employees perceive and navigate online education as a professional development tool. Self-efficacy plays a vital role in how employees assess their ability to complete online programs, while outcome expectations drive their motivation to persist in their studies. SCCT also highlights how external factors, such as workplace support and family obligations, influence employees’ engagement in professional development initiatives like online education (Brown & Lent, 2023).

Theoretical Perspective

The Social Cognitive Career Theory offers a robust theoretical perspective for understanding the career development of employees pursuing online education as a professional development tool. SCCT explains how individuals make career choices, set career goals, and achieve career outcomes through the interaction of cognitive, environmental, and personal factors (Tran & Von Korflesch, 2016).

Self-efficacy refers to an individual’s belief in their ability to successfully perform specific tasks or achieve desired outcomes. In online education, self-efficacy determines whether employees will engage with and persist in online learning programs (Heslin, Klehe, & Keating, 2017). Employees with high self-efficacy are more likely to commit to learning, complete assignments on time, and overcome challenges such as technological difficulties, limited time, or unfamiliar learning environments. SCCT emphasizes that past experiences, feedback from others, and the observation of role models shape self-efficacy (Bubou & Job, 2022).

Outcome expectations are the anticipated benefits that an individual expects to derive from engaging in a particular activity. Employees’ decisions to pursue online education are often driven by expected outcomes such as increased income, career advancement, enhanced competencies, and job promotions. According to SCCT, positive outcome expectations strengthen individuals’ commitment to achieving their goals, while negative expectations may discourage action (Petersen, Klingenberg, Mayer, & Makransky, 2020).

Personal goals refer to individuals’ specific objectives to guide and motivate their actions. For employees engaging in online education, personal goals may include completing their bachelor’s degree, qualifying for a promotion, or acquiring specialized technical skills. SCCT emphasizes the importance of goal-setting in directing career behavior and fostering perseverance in the face of challenges (Thongmak, 2021).

Empirical Review

Several studies have explored the role of online education in professional development. Boling, Hough, Krinsky, Saleem, and Stevens (2012) investigated the lived experiences of online graduate students and found that participants viewed online education as a pathway to career advancement and self-improvement. Similarly, Berry and Hughes (2020) reported that online education allowed employees to achieve work-life balance, pursue higher education, and maintain full-time employment.

The adoption of online education in Nigeria has faced unique challenges. Studies by  W. Ali (2020) and Dhawan (2020) reveal that capacity limitations in traditional universities have forced students to seek alternatives like online learning. The emergence of institutions such as the National Open University of Nigeria (NOUN) illustrates efforts to mainstream online education in Nigeria. However, skepticism about the credibility of online degrees still lingers among employers.

In developing countries, online education is seen as a tool for addressing skills shortages and bridging access gaps. Studies by Safford and Stinton (2016) found that online education enables non-traditional learners, such as working professionals and those in remote areas, to access higher education. However, barriers like internet connectivity, affordability, and social perceptions persist.

Research Gap

Although extensive research has been conducted on online education globally, significant gaps remain concerning the experiences of employees pursuing online education in Nigeria’s petroleum sector. Existing studies have focused on the pedagogical design, technological infrastructure, and academic outcomes of online learning, but little attention has been given to the experiences, self-efficacy, and career outcomes of employees in technical fields. Key research gaps include:

1. Existing studies on online education in Nigeria primarily focus on students at the National Open University of Nigeria (NOUN) or those pursuing advanced degrees. The unique experiences of employees in the petroleum industry remain underexplored.
2. Most studies have centered on general learners rather than technical employees. Given the technical demands of the petroleum sector, more research is needed to explore how employees with HNDs or technical certificates experience and value online undergraduate education.
3. While SCCT has been widely applied in studies on career development in Western contexts, its application in developing countries, particularly Nigeria, is scarce. There is limited research on how SCCT components (self-efficacy, outcome expectations, and goals) influence Nigerian employees’ engagement with online education.
4. Limited evidence exists on how Nigerian organizations perceive online degrees, particularly in the petroleum sector. Understanding the organizational perspective is critical for shaping policies on employee training, sponsorship, and support for online education.

This study seeks to fill these gaps by exploring how employees in Nigeria’s petroleum sector experience and value online undergraduate education. The study’s findings will offer insights for employers, educational institutions, and policymakers seeking to promote employee development and enhance workforce readiness.

METHODOLOGY

Research Design

This study adopts a qualitative descriptive design appropriate for exploring and describing participants’ lived experiences. Unlike other qualitative methods such as phenomenology or grounded theory, the descriptive design focuses on presenting participants’ perspectives as they naturally occur, without seeking to generate a theoretical model or abstract conceptualization (Charmaz, 2015). The descriptive design is particularly suitable for understanding practical, real-world issues like how employees experience online education in the context of their professional development.

Given the study’s goal of exploring the perspectives of Nigerian petroleum industry employees, the qualitative descriptive design allows for a straightforward presentation of their experiences. By using this approach, the researcher captures the “who,” “what,” and “how” of employees’ engagement with online education. The descriptive design is also well-suited for conducting semi-structured interviews and focus group discussions, as it prioritizes detailed descriptions of participants’ views and experiences. This ensures that the findings are grounded in real-world experiences, which can inform practical recommendations for employers, policymakers, and educational institutions.

Population and Sample

The target population for this study consists of petroleum industry technicians and technologists in Bonny Island, Southern Nigeria, who have engaged in online undergraduate education as a form of professional development. These employees were selected because they work in one of the most technical and rapidly evolving sectors of the Nigerian economy, where continuous professional development is essential for maintaining competitiveness (Okolocha, 2012).

Inclusion Criteria

To ensure the relevance and quality of the study, participants were required to meet the following criteria:

1. Must be a technician or technologist employed in Nigeria’s petroleum industry.
2. Must have completed an online undergraduate degree at least three years prior to the study.
3. Must be willing to provide rich, detailed descriptions of their experiences with online education.

Sampling Strategy

The study employs a purposive sampling approach to select participants. Purposive sampling allows the researcher to intentionally select individuals who have experienced the phenomenon of interest. This strategy ensures that participants have direct knowledge and experience with online education as a form of professional development (Suri, 2011).

A combination of convenience sampling and snowball sampling was also employed to recruit participants. Convenience sampling allows the researcher to recruit participants from the accessible pool of employees within the petroleum industry. Snowball sampling was useful in identifying participants through referrals from initial participants. This approach was crucial for reaching employees in the petroleum industry who might not be easily accessible due to the nature of their work schedules or on-site job commitments.

A total of 11 participants were recruited for the study. This sample size is sufficient for qualitative descriptive research, as it allows for identifying key themes and insights without becoming overwhelming for analysis. The combination of purposive, convenience, and snowball sampling helped ensure diversity in the participants’ work roles, experience levels, and organizations, leading to a more holistic understanding of their experiences with online education.

Data Collection

The data collection process was designed to capture rich, in-depth perspectives from participants using two primary methods: semi-structured interviews and focus group discussions. These methods align with the qualitative descriptive approach, as they allow for open-ended, exploratory inquiry while maintaining a degree of structure to ensure consistency across participants.

Semi-Structured Interviews

Semi-structured interviews were conducted with 11 participants. This approach allows the researcher to probe deeper into participants’ responses while consistently addressing the core themes. The interviews followed a pre-designed interview guide with key questions related to:

1. Participants’ motivations for pursuing online education.
2. Their experiences with online learning platforms, instructors, and support services.
3. The challenges they faced during their online education journey.
4. The perceived benefits and outcomes of obtaining an online undergraduate degree.

Each interview lasted between 30 and 60 minutes and was conducted at a location and time convenient for the participant. Due to the nature of work in the petroleum industry, some interviews were conducted online via video conferencing, while others were conducted in person. The interviews were audio-recorded with the participants’ consent to ensure the accuracy and completeness of the data.

Focus Group Discussions

A focus group discussion was also conducted to encourage group interaction and collective reflection. Focus groups offer a dynamic environment for participants to compare and contrast their experiences, which can reveal new insights that might not emerge in one-on-one interviews (Morgan, 1996). The focus group was conducted with 5 participants who had shared backgrounds in the petroleum industry but represented different organizations and roles. The discussion lasted for approximately 90 minutes and was moderated by the researcher using a pre-defined focus group protocol.

The use of focus groups was essential for uncovering shared experiences and patterns of behavior among participants. It also allowed to validate the themes emerging from the individual interviews. Similar to the interviews, the focus group discussion was audio-recorded and later transcribed for analysis.

Data Analysis

The data for this study was analyzed using thematic analysis, as outlined by Braun and Clarke (2006). Thematic analysis is a versatile qualitative research method that allows the researcher to identify and interpret patterns or themes within the data. This approach was particularly fitting for the study, as it enabled the researcher to explore both the explicit and implicit meanings present in the participants’ narratives, providing a comprehensive understanding of their experiences.

The process of data analysis followed several key steps. First, the researcher familiarized themselves with the data by reading and rereading the interview and focus group transcripts. This initial immersion allowed the researcher to identify preliminary ideas and potential patterns that could later inform the analysis. This step aimed to understand the data deeply before proceeding with more structured analysis.

The next step involved coding the data, which was done systematically using MAXQDA software, a tool designed for qualitative data analysis. The researcher assigned codes to relevant text segments that captured significant ideas or concepts. These codes served as the foundation for further analysis and the development of broader themes. Once the coding was complete, similar codes were grouped into categories, and themes were developed to reflect key aspects of the participants’ experiences with online education.

In the final stages of analysis, the researcher reviewed the identified themes for coherence and consistency with the research questions. Redundant themes were merged, while distinct themes were refined to ensure that they accurately represented the essence of the participants’ experiences. Each theme was clearly defined and named, directly connected to the overarching research questions. The findings were then reported, incorporating direct quotes from participants to support and illustrate the identified themes, thus preserving the authenticity of their voices throughout the study.

Ethical Considerations

The ethical integrity of this study was maintained through strict adherence to ethical guidelines, as outlined by the Institutional Review Board (IRB). The following measures were taken to protect participants’ rights, dignity, and privacy. All participants provided informed consent before participating in the study (Israel, 2014). The researcher clearly explained the purpose, objectives, and procedures of the study, as well as participants’ rights to withdraw at any point without penalty. Written consent was obtained for both the interviews and focus group discussions (Hemmings, 2006).

Participants’ personal information and responses were kept strictly confidential. Participants were assigned unique identifiers (e.g., Participant 1, Participant 2) in the research records and analysis to ensure anonymity. All audio recordings and transcripts were securely stored in a password-protected digital folder.

Data security was maintained through encryption and restricted access. The use of MAXQDA for data management ensured that files were stored securely and could only be accessed by the researcher (A. Ali, Mateen, Hanan, & Amin, 2022). The audio recordings were deleted after transcription, and the transcripts will be stored for a period not exceeding five years, under institutional guidelines. Participation in the study was entirely voluntary. Participants were informed that they could decline to answer specific questions or withdraw from the study at any time. No form of coercion or undue influence was used to encourage participation.

In conclusion, the research methodology employed a qualitative descriptive design with a purposive sampling strategy. Data collection involved interviews and focus group discussions, while data analysis was conducted using thematic analysis with the support of the MAXQDA software. The ethical protocols adhered to the highest standards of confidentiality, participant consent, and data security. This approach ensures the research findings’ credibility, validity, and trustworthiness.

RESULTS AND DISCUSSION

This section presents the findings from the analysis of data collected through semi-structured interviews and a focus group discussion with Nigerian petroleum industry technicians and technologists. The results are structured as follows: (1) Participant Demographics, (2) Emerging Themes, and (3) Comparison with Literature. The analysis is centered around two key research questions:

1. How do petroleum industry technicians and technologists describe their experience with online education as professional development in Bonny Island, Southern Nigeria?
2. How do petroleum industry technicians and technologists describe the value they place on online education as professional development in Bonny Island, Southern Nigeria?

Participant Demographics

A total of 11 participants were recruited for this study, all of whom were technicians and technologists working within Nigeria’s petroleum sector. The participants represented a diverse group in terms of their roles, educational backgrounds, and levels of work experience, contributing to a comprehensive understanding of their experiences with online education. Below is a summary of the key demographic characteristics of the sample.

The gender distribution of the sample was balanced, including both male and female participants, which reflects the gender diversity present in the petroleum industry. The age range of the participants spanned from 25 to 50 years, providing a mix of early-career, mid-career, and more experienced professionals. This wide age range ensured a variety of perspectives on the impact of online education across different career stages.

Regarding educational background, all participants had completed an online undergraduate degree. Before pursuing their bachelor’s degrees through online education, most participants had obtained technical certifications, such as the Higher National Diploma (HND), which provided a foundation for further academic pursuits. The diversity in educational backgrounds allowed the study to explore how online education interacted with prior qualifications.

Participants also exhibited varied work experience, with some having fewer than 5 years of experience in the petroleum industry, while others had over 15 years of professional experience. The roles held by participants ranged from technicians and technologists to supervisors and technical support staff, with responsibilities spanning equipment maintenance, process optimization, and other technical functions. This broad spectrum of professional roles and experience levels ensured that the study captured a wide range of viewpoints on the topic of online education in the workplace.

Emerging Themes

Two key themes emerged from the analysis, corresponding to the research questions. These themes provide insight into participants’ experiences with online education and the value they place on it as a tool for professional development.

Experience with Online Education

Participants shared a range of experiences with online education, describing a combination of challenges, benefits, and transformative outcomes. Their multifaceted challenges included technical issues, time management difficulties, and a lack of peer interaction. Many participants faced unreliable internet connectivity, which disrupted their access to learning materials and participation in synchronous sessions. High data costs and slow download speeds were common complaints, making engaging fully in online learning difficult.

Additionally, balancing the demands of work, family, and academic commitments posed a significant challenge. One participant expressed, “I often had to attend virtual classes after work hours, which left me with little time for family and personal rest.” Another concern was the absence of peer interaction, a feature of traditional in-person classes. Participants felt that limited opportunities for engagement with peers affected the overall learning experience. Furthermore, some participants noted the lack of access to physical learning resources, such as lab equipment, which could have enhanced their learning but were unavailable through online platforms.

Despite these challenges, participants emphasized the numerous benefits of online education, which motivated them to continue their studies and ultimately complete their degrees. Flexibility and convenience were among the top advantages, with participants appreciating the ability to study at their own pace while maintaining full-time employment. This flexibility enabled them to juggle work, study, and family obligations effectively. Cost-effectiveness was another significant benefit, as several participants viewed online education as a more affordable option than traditional in-person programs, especially considering the savings on commuting and boarding expenses. Online education also provided access to global knowledge, with participants gaining exposure to course content from international institutions. This broadened their perspectives on best practices in the petroleum sector. Additionally, many participants valued the self-directed nature of online learning, which helped them develop time-management and independent learning skills.

Participants described their learning journeys beyond the immediate academic benefits as transformative experiences that extended into their professional and personal lives. One significant outcome was increased self-efficacy. Several participants reported a boost in their confidence, particularly in their ability to handle complex tasks and make decisions at work. As one participant shared, “After completing my online degree, I felt more capable of taking on complex tasks and making decisions at work.” This newfound confidence enhanced their professional performance and contributed to a shift in career perspectives. Some participants, who had initially aimed for technical roles, began to set more ambitious career goals, such as pursuing supervisory or managerial positions. The process of completing their online degrees led them to reevaluate and expand their career aspirations.

In addition to professional growth, participants also experienced significant personal development. The online learning journey required resilience, perseverance, and discipline, qualities that participants recognized as essential life skills. Many saw these personal attributes as transformative, enabling them to navigate challenges in their academic pursuits and other areas of their lives. The experience of balancing multiple responsibilities while pursuing higher education was seen as an opportunity for personal growth, fostering a sense of accomplishment and empowerment that extended far beyond the classroom (Olanike, Asogwa, Njideka, Daniel, & Temiloluwa, 2023).

Value Placed on Online Education

The value participants placed on online education was evident in the way they described its impact on their careers, self-efficacy, and the support they received from their organizations. Participants identified several key factors that underscored the significance of online education in their professional and personal development. One of the most prominent sub-themes was career growth and advancement. Many participants viewed online education as a key enabler for career progression. Several reported that their online degrees helped them qualify for promotions, higher-paying positions, and access to supervisory roles. As one participant explained, “The degree was a requirement for a supervisor role I was targeting. Without it, I wouldn’t have been considered.” This highlights how online education played a crucial role in opening up career opportunities that might have otherwise been out of reach.

Another significant outcome of completing an online degree was enhanced self-efficacy. Participants consistently reported feeling more confident in their abilities to take on new responsibilities, lead projects, and contribute to decision-making processes within their organizations. This increased self-confidence was attributed to the rigor of online education, which required them to balance multiple commitments, such as work, family, and studies. By overcoming these challenges, participants felt better equipped to handle complex tasks and leadership roles in their careers.

Organizational recognition and support also influenced the value of online education. Some participants reported that their employers actively supported their online education efforts by providing financial sponsorship or granting study leave. However, other participants indicated that their employers were skeptical about the credibility of online degrees, raising concerns about the legitimacy of online learning in the petroleum sector. This suggests a mixed perception of online education, where some employers recognize its value and support their employees’ academic endeavors, while others remain uncertain about its credibility.

Finally, participants acknowledged a perceived return on investment (ROI) from their online education. Many considered the financial and time investments in their studies as worthwhile, given the tangible returns such as better job roles, higher salaries, and greater job satisfaction. One participant remarked, “The degree opened new opportunities for me, and I now see the investment as worthwhile.” This statement reflects the belief that the benefits derived from online education far outweighed its costs, reinforcing its value as an important tool for long-term career success.

Comparison with Literature

The findings of this study are consistent with existing research on the experiences and value of online education in developing countries, with both similarities and differences that enhance the understanding of this learning approach. These insights contribute to the broader discussion of the benefits and challenges associated with online education, particularly within the context of working professionals in developing nations. One of the key similarities between this study and previous research is the identification of challenges associated with online education. Participants in this study reported issues such as unreliable internet connectivity, high data costs, and difficulties with time management, consistent with Liyanagunawardena, Adams, Rassool, and Williams (2013) and Jegede (2016). These studies also highlighted similar obstacles learners face in developing countries, underlining the common barriers to effective online learning in such contexts.

Additionally, the advantages of flexibility and convenience were clearly echoed in the findings of and Bond, Marín, Dolch, Bedenlier, and Zawacki-Richter (2018), who noted that online education offers significant benefits for working professionals. Like those in previous studies, participants in this research appreciated the ability to balance their academic studies with their full-time employment, making online education a more accessible option. Furthermore, the perception of online education as a tool for career advancement, including higher-paying roles, promotions, and access to supervisory positions, was also consistent with Szilagyi (2022), who reported similar views among Nigerian employees.

Despite these similarities, this study also revealed some key differences compared to previous research, particularly regarding personal growth and the transformational impact of online education. While many studies tend to focus primarily on the technical or career-related outcomes of online education, such as changes in employment status or income levels, this study highlights the significant role of personal growth and self-efficacy. Participants emphasized the increase in self-confidence and personal achievement they experienced as a result of completing their online degrees, a finding not often explored in other studies.

Moreover, this study strongly emphasized the transformational learning aspects of online education, highlighting qualities such as self-discipline, resilience, and adaptability that participants developed throughout their learning journey. These aspects of transformation, though crucial, are often overlooked in much of the existing literature, which tends to focus on more tangible outcomes. This study’s focus on personal growth resonates with Bandura’s Social Cognitive Theory, which suggests that mastery experiences, such as overcoming the challenges inherent in online learning, play a significant role in shaping self-efficacy and fostering personal development. Thus, the study adds a new dimension to the understanding of online education by highlighting how it contributes to career advancement and individual transformation.

CONCLUSION AND RECOMMENDATIONS

Conclusion

This study explored the experiences and perceived value of online undergraduate education as a professional development tool for technicians and technologists in Nigeria’s petroleum industry. The key findings from the study highlight several challenges and benefits, as well as the value placed on online education by participants. First, participants reported a range of challenges they encountered while pursuing online education. These included issues with internet connectivity, high data costs, and limited opportunities for peer interaction. Additionally, many struggled to balance work, family, and academic responsibilities, which made the learning process more demanding. Despite these challenges, participants found significant benefits in the flexibility and cost-effectiveness of online education. They also valued the access to global knowledge that online platforms provided, as it broadened their perspectives on industry practices. Moreover, participants reported experiencing personal growth, enhanced resilience, and greater self-directed learning as a result of their online education journey.

Regarding career progression, participants perceived online education as a valuable tool for advancing their careers. Many reported receiving promotions and increased responsibilities after completing their degrees, which boosted their self-efficacy and confidence. The enhanced self-efficacy also allowed participants to take on more challenging work tasks, contributing to personal and professional growth. However, organizational support for online education was mixed. While some employers provided financial sponsorship, study leave, and recognition of online degrees, others were skeptical about the credibility of online education, reflecting a varied perception of its value in the petroleum sector.

Theoretical Implications

The findings of this study support the social cognitive career theory, particularly in terms of self-efficacy, outcome expectations, and personal goals. According to the SCCT framework, self-efficacy is critical in shaping career development behaviors. Participants with strong self-efficacy were more likely to engage in online education, even when facing challenges. Additionally, their outcome expectations—such as career advancement, promotions, and increased responsibilities—helped maintain their motivation throughout the educational process.

The study also extends the SCCT framework by highlighting the transformative impact of online education on participants’ self-efficacy and career goals. Many participants reported that, after completing their online degrees, they redefined their career aspirations and set higher professional goals, moving beyond technical roles to pursue supervisory or managerial positions. This shift suggests that online education enhanced participants’ skills and played a pivotal role in shaping their future career trajectories, offering insights into how education can influence self-perception and goal setting within the context of professional development.

Practical Implications

The findings of this study provide valuable insights for employers, policymakers, and educational institutions looking to support the professional development of workers through online education. Employers are encouraged to provide greater support for employees pursuing online education, including financial sponsorships, study leave, and the recognition of online degrees in promotion decisions. This support would help create a more conducive learning environment for employees and encourage continued professional growth.

For educational institutions, there is a need to enhance the quality of online programs. This includes offering technical support to address connectivity issues, facilitating opportunities for peer interaction, and ensuring that online degrees meet industry standards. These improvements would help ensure that online education is more effective and that students are adequately prepared for the demands of the workforce.

Policymakers should also address the digital infrastructure challenges learners face in Nigeria. Expanding access to affordable, high-speed internet is essential for improving the overall online education experience, enabling students to access learning materials and participate in online discussions without significant barriers. These practical steps would help create a more robust system of online education that benefits both learners and employers.

Limitations of the Study

While this study provides valuable insights, it has several limitations. First, the small sample size of 11 participants may limit the generalizability of the findings to all Nigerian petroleum industry employees. A larger sample would provide a more comprehensive understanding of the experiences and perceptions of online education in this sector.

Second, the study relied on self-reported data, which can be subject to recall bias. Participants may not always have accurately recalled their experiences or may have presented their experiences in a more favorable light. Third, the time constraints placed on the research limited the depth of the interviews and focus group discussions, potentially resulting in the omission of some nuanced insights. Finally, the study’s focus on the petroleum sector may limit the applicability of its findings to other industries, as different sectors may present unique challenges and opportunities for online education.

Recommendations for Future Research

Future research could address the limitations of this study by involving a larger and more diverse sample of participants from other technical sectors, such as manufacturing, telecommunications, and construction. Expanding the sample would provide a broader perspective on employees’ experiences in different industries and further enrich the understanding of online education’s role in professional development.

Longitudinal studies would also be valuable in tracking how online education impacts employees’ career trajectories and self-efficacy over time. These studies could provide insights into the long-term effects of online education on professional growth and the evolving career aspirations of workers.

Additionally, exploring employer perceptions of online degrees across various industries in Nigeria would help assess how organizational support influences employees’ educational experiences and outcomes. Investigating these perceptions could also provide insights into how employers view the legitimacy of online education and its role in workforce development. Finally, research into technological interventions, such as the impact of improved internet access on online education experiences, could shed light on how digital infrastructure affects the learning process. Cross-cultural comparisons with other developing countries would also be useful to identify common challenges and context-specific differences, offering a more global perspective on the role of online education in workforce development.

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