Evaluation on Integration of Basic Information and Communication Technology Literacy among Public Secondary Schools in Adavi Local Government Area of Kogi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026267Keywords:
ICT literacy, educational inclusion, under-resourced schools, teaching and learning, Nigeria.Abstract
The integration of Information and Communication Technology (ICT) is increasingly recognized as a driver for educational inclusivity and improved learning outcomes. This study investigated basic ICT literacy as a tool for educational inclusion in under-resourced public secondary schools in Nagazi–Adavi Local Government Area, Kogi State, Nigeria. A descriptive survey design adopting a mixed-methods approach was used. Data were collected through structured questionnaires administered to 344 respondents comprising students, teachers, and non-teaching staff, alongside in-depth interviews with six senior school personnel. Quantitative data were analyzed using descriptive statistics and Chi-square tests at the 0.05 level of significance, while qualitative data were analyzed thematically. The findings revealed that ICT facilities were largely inadequate and that ICT use during classroom teaching was minimal. Although ICT was widely perceived to improve understanding and increase students’ interest in learning, no significant relationship was found between ICT availability and educational inclusion. Although, basic ICT literacy showed a significant relationship with students’ engagement in teaching and learning. In addition, challenges such as inadequate infrastructure, unreliable electricity supply, and limited training opportunities were found to significantly hinder effective ICT integration. The qualitative findings supported the survey results, highlighting infrastructural deficiencies alongside positive attitudes towards ICT. The study concludes that ICT has strong potential to enhance educational inclusion and learning engagement but remains constrained by systemic challenges. It recommends targeted government investment in ICT infrastructure, provision of alternative power sources, periodic ICT training for teachers, curriculum-based ICT integration, and strengthened multi-stakeholder partnerships.
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