Influence of Demographic Characteristics on Digital Literacy and Microsoft Teams Application among Computer Science Lecturers in Federal Tertiary Institutions in Kaduna State, Nigeria

AWOLUSI, Bayo Ezekiel; MUHAMMED, K. U.; ANAS, Ibrahim

doi:10.64348/zije.2026443

Authors

AWOLUSI, Bayo Ezekiel Author
MUHAMMED, K. U. Author
ANAS, Ibrahim Author

DOI:

https://doi.org/10.64348/zije.2026443

Keywords:

Digital literacy, Application, Microsoft Teams and demographic characteristics

Abstract

This study examined the influence of demographic characteristics on digital literacy and the application of Microsoft Teams in instructional delivery among Computer Science lecturers in Federal tertiary institutions in Kaduna State, Nigeria. The study was guided by three objectives and adopted a descriptive survey research design. The population comprised 202 Computer Science lecturers across seven Federal tertiary institutions, and a census sampling technique was used. A total of 192 valid questionnaires were retrieved for analysis. Data were collected using a structured questionnaire validated by experts, with a reliability coefficient of 0.752 established using Cronbach’s Alpha. Data were analyzed using descriptive statistics and standard multiple regression analysis (Enter method). Findings revealed that demographic characteristics significantly influence both digital literacy and application of Microsoft Teams. For digital literacy, the regression model was statistically significant (p < 0.05), indicating that age, gender, academic qualification, teaching experience, and professional rank jointly predict variations in lecturers’ digital literacy. Similarly, the model for application of Microsoft Teams was also statistically significant (p < 0.05), showing that the same demographic variables significantly influence how lecturers apply Microsoft Teams in instructional delivery. Teaching experience and professional rank emerged as the strongest predictors in both models. The study concludes that demographic characteristics significantly shape lecturers’ digital literacy and their application of Microsoft Teams. It recommends continuous professional development and improved institutional ICT support to enhance effective integration of digital technologies in higher education.

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