Determinants of Effective Digital Pedagogy: A Study of Educators’ Perception and Use of Edtech Tools
Keywords:
Key words: Digital Pedagogy, Educational Technology Tools, Perception; Teaching Experience, Higher EducationAbstract
In an era where digital transformation is redefining teaching and learning, understanding how educators perceive and utilize educational technology has become increasingly vital for improving instructional quality. This study examined the relationship between lecturers’ perception of digital pedagogy, teaching experience, and their utilization of educational technology tools for instructional delivery in universities within Kwara State. A correlational research design was employed, involving a sample of 386 lecturers drawn from three universities, federal, state, and private, selected to ensure balanced institutional representation. Data were collected using a validated structured questionnaire titled Lecturers’ Digital Pedagogy Perception and Utilization Questionnaire (LDPPUQ), which comprised sections on demographic information, lecturers’ perception of educational technology tools, and their actual utilization of such tools for teaching and learning. The instrument yielded a reliability coefficient of 0.82 following pilot testing. Data collection was conducted electronically through Google Forms, providing accessible participation across institutions. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while inferential statistics, including Pearson Product-Moment Correlation (PPMC) and Analysis of Variance (ANOVA), were employed to test the hypotheses at a 0.05 significance level. Findings revealed a significant positive relationship between lecturers’ perception of digital pedagogy and their utilization of educational technology tools, with teaching experience also exerting an influence on usage levels. Based on these findings, the study recommends sustained digital capacity-building programs for lecturers, institutional incentives to encourage consistent technology use, and policy frameworks that promote inclusive digital pedagogy practices across Nigerian universities.
References
Adebagbo, G. A. (2024). Lecturers’ level of awareness and ICT utilisation for teaching health education in Nigeria. Futurity Education Journal
Adebisi, T. A., & Bello, R. A. (2023). E-learning implementation in Nigerian higher institutions: Constraints and opportunities for digital pedagogy. Frontiers in Contemporary Education, 4(2), 55–69.
Adebiyi, A. O., & Oduyemi, K. A. (2024). Digital transformation in schools: Assessing ICT infrastructure and readiness in Nigeria. Disciplines in Education Journal, 6(1), 22–35. https://disciplines.ng/digital-transformation-in-schools
Adebowale, O. F., & Agagu, A. O. (2024). Lecturers’ use of digital instructional tools and students’ learning engagement in selected tertiary institutions in North-Central Nigeria. African Journal of Educational Research and Development, 18(2), 45–59.
Adeyemi, M. A., & Salihu, I. A. (2023). Perceived usefulness and ease of use of educational technologies among university lecturers in Nigeria. Ilorin Journal of Education, 43(1), 88–101.
Afolabi, F. O., & Okebukola, P. A. (2023). ICT integration and the dynamics of blended learning adoption in Nigerian tertiary institutions. Nigerian Journal of Educational Technology, 7(1), 101–118.
Bello, M. B. (2022). Analysis of University of Ilorin lecturers’ and students’ awareness and use of learning management system platforms in pre- and post-COVID-19. International Journal of Multidisciplinary Studies, (article).
Eli-Chukwu, N. C., Iguodala, W. A., Uma, U. U., Nmadu, D., Eheduru, M. I., Ogah, O. E., & Osuji, C. C. (2023). E-Learning readiness in higher education institutions in Nigeria during COVID-19 pandemic. European Modern Studies Journal, 7(3), Article 23.
Emeasoba, N. P., Akudolu, C. A., & Agbo, R. C. (2024). Utilisation of digital skills for teaching and learning of business education in public universities in the South-South, Nigeria. Nigerian Journal of Business Education (NIGJBED), (556). https://nigjbed.com.ng/index.php/nigjbed/article/view/556
Eneanya, C. I., & Briggs, O. (2024). Institutional support and digital competence of lecturers for effective online pedagogy in Nigerian universities. Journal of Business and Educational Enquiry, 5(1), 13–27.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Istrate, O. (2022). Digital Pedagogy: Definition and Conceptual Area. Journal of Digital Pedagogy, 1(1). https://doi.org/10.61071/JDP.0313
Maluleke, A. F. (2025). Examining the impact of Learning Management Systems in tertiary education. African Journal of Information Management Studies, 7(1).
Narrative Review: Assessment of Learning Management Systems in Tertiary Institutions in Nigeria, 2008–2024. (2024). Narrative Review Report.
Ogunbodede, E. F., Bello, I. A., & Hassan, A. S. (2023). Digital competence and pedagogical technology integration among higher education lecturers in Kwara State, Nigeria. Ilorin Journal of Education, 43(1), 92–107.
Ogunleye, T. S. (2023). Perception and teaching experience as predictors of lecturers’ digital pedagogy adoption in South-West Nigeria. University of Lagos Institutional Repository. https://ir.unilag.edu.ng/items/dc4b6011-f12d-4aa5-9641-19fc87b3777b
Ojo, T. O., & Akande, A. M. (2024). Technology adoption and perception of online teaching among academic staff in Nigerian higher institutions. Journal of Educational and Social Research, 14(2), 223–235.
Organisation for Economic Co-operation and Development. (2021). Digital education outlook 2021. OECD. https://digital-education-outlook.oecd.org
Owolarafe, K. I. (2024). Accessibility and utilization of e-learning tools for teaching biology in Ilorin. Journal of Education Research (ERIC full text).
Santas, T., Udende, P., Inobemhe, K., & Modeyin, O. (2025). Teachers’ perception of the adoption of digital technologies for E-learning during Covid-19 Pandemic in Nigeria. Journal of Education Method and Learning Strategy, 3(1), 104-119.
Simelane-Mnisi, N. (2023). LMS features and student engagement in higher education. Education Sciences, 13(10), 980.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action (International Commission on the Futures of Education). UNESCO. https://www.unesco.org/en/articles/education-post-covid-world-nine-ideas-public-action
Vorobyeva, K. I., Belous, S., Savchenko, N. V., Smirnova, L. M., Nikitina, S. A., & Zhdanov, S. P. (2025). Personalized learning through AI: Pedagogical approaches and critical insights. Contemporary Educational Technology, 17(2).
World Bank. (2021). Remote learning during COVID-19: Lessons from today, principles for tomorrow (EdTech Knowledge Pack). World Bank. https://documents1.worldbank.org/curated/en/160271637074230077/pdf/Remote-Learning-During-COVID-19-Lessons-from-Today-Principles-for-Tomorrow.pdf
Yuliyanto, R., Andriyati, R., & Srimaryani. (2023). Overview of the TPACK Model in Digital Learning: A Bibliometric Analysis. International Journal of Multicultural and Multireligious Understanding, 10(10), 37-50.
Downloads
Published
Versions
- 14-05-2026 (2)
- 04-03-2026 (1)
How to Cite
Issue
Section
License
Copyright (c) 2026 Nuhu Kehinde Muritala
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
