This study explores the best responses expected of university-level TVET students during the 2022 Nigerian lecturers’ industrial action. It thus explored lecturers’ perceptions of the strike, their expectations of the students, activities, opportunities and challenges of university-level TVET (UL-TVET) students during the strike. Fifty-three face-to-face interviews were undertaken, and thematic content analysis was used to analyse the data. Interviewees comprise 17 lecturers (11 males and six females) and 36 final-year students (11 males and 25 females). From the data analysis, the following themes emerged as supposed best responses expected of the students in the face of the strike: extend students’ industrial work experiences (SIWES), continue teaching practice, learn/master a skill in one’s programme of study, and engage in personal development strides. Although the students generally complained about the TVET programme arrangement not giving them enough time to learn the supposed skills while in school, the number of students who utilised the 2022 extended industrial action for skill acquisition remains very low. Along with this observation, several challenges faced by university-level TVET students were identified as hindrances to the expectations of utilising the opportunity of the strike period. This study shows the opportunities available to students in the face of academic disruptions and highlights the need for proactive counselling and structured plans to leverage unexpected breaks. By following the findings, students can enhance their employability and resilience, turning disruptions into opportunities for personal and professional growth. © 2025 UCU.
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