2026 ASEE Annual Conference & Exposition

Innovation has become a central expectation of engineering graduates, particularly in economies where industrial development and societal progress rely on the capacity to generate creative and practical solutions. In many contexts, including Nigeria, empirical evidence on how educational practices and industry engagement shape students’ innovation intentions remains limited. This study investigates the influence of experiential learning (EL) and industry exposure (IE) on final-year engineering and construction management students’ innovation intentions (II) in three Nigerian public universities. Grounded in experiential learning theory, social cognitive theory and the theory of planned behavior, the study conceptualizes innovation intentions as the outcome of both direct and indirect influences. The model posits that EL and IE have not only direct impacts on II but also operate indirectly by enhancing problem-solving skills (PS) and collaborative/technical self-efficacy (CTSE). These mediating constructs demonstrate how classroom-based projects, laboratory experiences and industrial placements translate into innovation readiness among graduating engineers. Data were collected through a structured electronic questionnaire administered to final-year students across the participating universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the hypothesized pathways and test both direct and mediated effects. The findings indicate that experiential learning does not have a significant direct effect on students’ intentions to innovate; however, it influences these intentions indirectly by enhancing their problem-solving skills and confidence in both technical abilities and collaborative work. In contrast, exposure to industry environments has a stronger overall impact, showing both direct and indirect effects on students’ innovation intentions. The study contributes to engineering education scholarship by extending existing entrepreneurial intention models into the domain of innovation intentions, highlighting the mechanisms through which learning experiences and industry exposure promote innovative capacity. Practically, the findings provide actionable insights for curriculum developers, industry partners, and policymakers seeking to design educational frameworks that bridge the gap between higher education and industrial practice. By focusing on final-year engineering and construction management students, this research offers contextually relevant evidence on how universities can better prepare graduates to drive innovation in Nigeria and across Africa, while also contributing to global conversations on cultivating innovative mindsets in both emerging and developed economies.