Famade Oladiran Afolayan Ph.D &Takema Susan Rumun Ph.D
LECTURERS’ PERCEPTION OF DIGITAL TECHNOLOGY INTEGRATION AND FUNDING CHALLENGES FOR TECHNOLOGY-DRIVEN PRACTICES IN NASARAWA STATE UNIVERSITY KEFFI, NIGERIA
This study investigated lecturers’ perceptions of digital technology integration and funding challenges for technology-driven instruction in Nasarawa State University Keffi, Nigeria. The study aimed to ascertain lecturers’ perceptions of digital technology integration and funding challenges for technology-driven instruction at Nasarawa State University Keffi, Nigeria. Five research questions guided the study. A descriptive survey research design was adopted to describe the responses from 32 lecturers randomly selected from the 60 departments of the 10 faculties in the university. A questionnaire titled ’Lecturers’ Perception on Digital Technology Integration and Funding Challenges (LPDTIFC) was used for data collection. The findings revealed that most lecturers have yet to incorporate modern technology tools into instruction delivery. Although they recognize the potential of digital technology to enhance teaching and learning, they face significant challenges, including inadequate funding, poor infrastructure, and limited technical support. Other findings show that most lecturers decry the high level of negative impact the funding challenges have on integrating digital technologies in instruction. They maintained that some of the funding challenges include but are not limited to the high cost of digital tools, insufficient budgetary allocation and lack of access to funding opportunities. The study, therefore, highlighted the need for increased investment in digital technology, faculty training, and infrastructure development, as well as public-private partnership as a funding source to facilitate effective technology integration in Nigerian universities. The results have implications for policymakers, university administrators, and educators seeking to promote technology-driven instruction in higher institutions
Key words: Digital technology integration, funding challenges, technology-driven instruction, lecturers’ perspective.
Famade Oladiran Afolayan Ph.D &Takema Susan Rumun Ph.D
LECTURERS’ PERCEPTION OF DIGITAL TECHNOLOGY INTEGRATION AND FUNDING CHALLENGES FOR TECHNOLOGY-DRIVEN PRACTICES IN NASARAWA STATE UNIVERSITY KEFFI, NIGERIA
This study investigated lecturers’ perceptions of digital technology integration and funding challenges for technology-driven instruction in Nasarawa State University Keffi, Nigeria. The study aimed to ascertain lecturers’ perceptions of digital technology integration and funding challenges for technology-driven instruction at Nasarawa State University Keffi, Nigeria. Five research questions guided the study. A descriptive survey research design was adopted to describe the responses from 32 lecturers randomly selected from the 60 departments of the 10 faculties in the university. A questionnaire titled ’Lecturers’ Perception on Digital Technology Integration and Funding Challenges (LPDTIFC) was used for data collection. The findings revealed that most lecturers have yet to incorporate modern technology tools into instruction delivery. Although they recognize the potential of digital technology to enhance teaching and learning, they face significant challenges, including inadequate funding, poor infrastructure, and limited technical support. Other findings show that most lecturers decry the high level of negative impact the funding challenges have on integrating digital technologies in instruction. They maintained that some of the funding challenges include but are not limited to the high cost of digital tools, insufficient budgetary allocation and lack of access to funding opportunities. The study, therefore, highlighted the need for increased investment in digital technology, faculty training, and infrastructure development, as well as public-private partnership as a funding source to facilitate effective technology integration in Nigerian universities. The results have implications for policymakers, university administrators, and educators seeking to promote technology-driven instruction in higher institutions Key words: Digital technology integration, funding challenges, technology-driven instruction, lecturers’ perspective.