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Addressing Digital Divide Among Nigerian Teachers: The Role of National Teachers' Institute
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Abstract
This study evaluates the National Teachers' Institute's (NTI) interventions in bridging the digital divide among Nigerian teachers. The research is based on the 2024 report of the 11TH National Council on Communication Meeting where stakeholders decried the absence of digital infrastructure in schools and non-utilization of the available ones by the Nigerian teachers. Using a descriptive survey design with 445 teachers sampled via cluster randomization, the research assessed five key NTI initiatives: digital pedagogy training, e-learning, e-facilitation systems, tablet distribution, and e-teaching practice supervision. Findings reveal significant improvements in technology integration (M=3.02), student engagement (M=3.24), and LMS utilization (M=3.23), with 70% of impact indicators exceeding the acceptance threshold (mean >3.04). However, critical gaps emerged in tablet utilization (M=2.91) and e-teaching practice supervision effectiveness (M=2.65), highlighting systemic challenges in post-training support. The study concludes that while NTI's multidimensional approach successfully enhances digital competencies, sustained impact requires strengthened technical infrastructure and supervision mechanisms. Recommendations include scaling partnerships for program expansion and implementing robust post-training monitoring systems to ensure classroom-level implementation of digital pedagogy.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 9890
Subject
Country
Nigeria
Region
Africa
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Date
2025-09
Author
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Publisher
Commonwealth of Learning (COL)