Technology Driven-Teaching and Learning for Future Development of Nigerian Educational Sector

Abstract

The existing inequality in quality education access in Nigeria that is compounded by infrastructural deficit and socio-economic inequality presents a great challenge to the national development. Although the world and countries, in general, are paying more attention to digital transformation in education, numerous Nigerian schools in rural and underprivileged areas are still digitally disadvantaged because of poor infrastructure, teacher capacity, and socio-cultural obstacles. This research paper set out to assess how technology-based teaching and learning can influence the future of the educational sector in Nigeria so as to enhance inclusive, sustainable and safe digital learning. The research study was based on Unified Theory of Acceptance and Use of Technology (UTAUT) developed by Venkatesh et al. (2003) to investigate the role of performance expectancy, effort expectancy, social influence and facilitating conditions in influencing the adoption and efficacy of digital teaching and learning. The approach used was qualitative and the secondary data used in this research were journal articles, policy reports and institutional publications. Content analysis was used to analyse them. The results have identified three key obstacles: infrastructural disadvantages (insufficient electricity and broad band connectivity); teacher digital illiteracy; and socio-economic marginalization augmented by gender gaps and poverty. Even such efforts as NITDA 3MTT and HopeEd by UBEC demonstrated isolated success but still implementation is uneven and unfair. The paper finds that digital strategies cannot be put in place without a holistic, equity-based approach to education, otherwise technology in learning will continue to be an elusive dream to a large number of students. It is also suggested that specific investments in ICT infrastructure, overall training of teachers on digital pedagogy, and the creation of gender-sensitive, inclusive policies that will overcome sociocultural obstacles are needed. Such interventions have to be coordinated at both the government and community levels to make them sustainable and scalable.