Durowaiye Babatunde Emmanuel, Akor-Abagi Mnzughurga

Keywords: Digital learning, tertiary education, schools, ICT, funding

Abstract

With advancement in technology in recent times, especially after the COVID-19 pandemic, digitalized learning has become a necessity in tertiary institutions. During the COVID-19 pandemic lockdown, the Federal and State governments implemented initiatives like ‘school-on-air’ to broadcast educational contents that resembled classroom settings, allowing students to learn from home through televisions and radios. Even though these initiatives maybe laudable, there were challenges that hindered the successful implementation of these initiatives particularly in tertiary institutions. Thus, this paper examines challenges associated with digital literacy in tertiary institutions within Wukari, Taraba State, Nigeria. Data collection for the study through which this paper emerged involved the administration of structured questionnaire administered to 370 respondents in Wukari metropolis. Data analysis was done using the Statistical Package for Social Sciences (SPSS) version 27, with the results presented in tables. Descriptive statistics were used to analyze the socio-demographic characteristics of respondents, while inferential statistics, specifically regression analysis was employed to assess
the impact of digital literacy on educational development. Results revealed challenges associated with digital literacy and educational development in Wukari Local Government Area to include technical issues such as: poor network coverage, hardware-software problems; social challenges such as: feelings of disconnection from classmates and instructors, anxiety related to new learning methods, difficulties in concentrating on unfamiliar teaching
approaches, and financial constraints that hinder access to these new learning methods. The study concludes that the challenges associated with digital literacy and educational development in Wukari Local Government Area can be addressed through proper funding and training. Thus, the study recommends increased investments in digital literacy by educational institutions in Wukari Local Government Area. Also, digital learning should be made compulsory in schools within the area.

Author Biography

Durowaiye, Babatunde Emmanuel

Department of Sociology Federal University Wukari, Taraba StateNigeria

Email: [email protected]

Akor-Abagi, Mnzughurga

Department of Sociology, Wisdom City Institute (Affiliate of Kwararafa University Wukari), Makurdi, Benue State, Nigeria

Email: [email protected]

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