Qualitative Assessment on Digitalization of Instructional Pedagogy among Higher institutions of Learning in Bauchi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026501Abstract
Digitalization of instruction is no longer a contingency measure but a fundamental pedagogical requirement for higher institutions. This study adopts a mixed conceptual-empirical approach to examine digitalization as an imperative pedagogy for teaching and learning in Nigerian universities, polytechnics and colleges of education. Conceptually, the paper develops a model positioning digitalization as the integration of digital tools, pedagogy, and institutional culture to enhance access, personalization, and relevance. Empirically, a survey of 160 lecturers and students across three higher institutions in Bauchi assessed digital tool usage, digital literacy, and perceived impact on instruction quality. Findings reveal that while 68% of respondents agree digitalization improves access and feedback, only 42% report adequate digital literacy, and infrastructure deficit remain the top bottlenecks. The study concludes that digitalization is an indispensable pedagogy, meanwhile, its success depends on aligning National Information Technology Development Agency’s [NITDA] Digital literacy policy, National University Commission [NUC] and National Board for Technical Education NBTE] curriculum integration, and teacher capacity building. Recommendations are provided for policies designer and components of institutions.
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