The Role of One-Hour Class Seminars on Enhancing Employability Skills Among Undergraduate Students in the Field of Education in Northern Zone Tanzania

Abstract

This study investigated the role of one-hour class seminars in enhancing employability skills among undergraduate students in the field of education in Northern Zone Tanzania. The study employed convergent design under mixed-methods approach was used. The target population comprised 4 Universities 3,546 Third year undergraduate education students, 5 Heads of Departments and 225 Heads of School. A sample of 309 third year undergraduate education students, 4 Heads of Department and 12 heard of secondary schools were selected using total sampling technique and stratified random sampling. Data were collected using questionnaires, interview guides and documents analysis guide. The validity of data collection instruments was ensured by three experts from the Faculty of Education specialized in curriculum studies at MWECAU. The validity was ensured by three experts from the Faculty of Education specialized in curriculum studies at MWECAU. A pilot test conducted in one university in Northern zone Tanzania. The reliability of the questionnaires was established using Cronbach’s Alpha Technique, which yielded values of 0.941 for third year undergraduate education students, confirming acceptable reliability (Okendo et al., 2020). Trustworthiness of findings was ensured through Peer debriefing and triangulation. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, and means) via SPSS Version 27, while qualitative data underwent thematic analysis. Ethical consideration were strictly observed, ensuring informed consent (voluntary participation), anonymity (protection of identity), and confidentiality (secure data management).The study found that one-hour class seminars make a low contribution to enhancing employability skills among undergraduate education students. While seminars were rated useful in introducing professional expectations and encouraging communication and collaboration, their implementation was constrained by limited session duration, uneven student participation, and weak connection to authentic classroom practice, limiting their overall contribution. The study concludes that one-hour class seminars are recognized within university curricula but are not sufficiently effective in developing the employability skills required for professional teaching practice. The study recommended that universities strengthen the implementation of one-hour class seminars through extended session duration, reduced group sizes, structured presentation schedules, and closer linkage between seminar discussions and authentic classroom experiences.