Paper Contents
Abstract
This study examines the incorporation of technology in Nigerian higher education, focusing on the viewpoint of students and utilizing the Technological Pedagogical Content Knowledge (TPACK) framework. In the middle of the worldwide digital revolution, it is essential to comprehend studentsencounters with technology in education in order to cultivate productive learning environments. This study utilizes qualitative methodologies, collecting data through interviews and surveys conducted with students from multiple colleges throughout Nigeria. The key findings indicate that students acknowledge the potential advantages of technology-enhanced learning. However, the integration of technology faces obstacles such as insufficient infrastructure, poor digital literacy, and inconsistent access, which hinder its effectiveness. Moreover, the study emphasizes the necessity of enhancing faculty development in TPACK to overcome disparities between technology, pedagogy, and content. The observations made emphasize the significance of a supporting environment that encompasses strong infrastructure, specialized training for educators, and legislation that advocate for fair and equal access to technology. These findings add to the discussion on educational technology in developing environments and offer practical suggestions for stakeholders who want to improve the quality of higher education by strategically integrating technology.
Copyright
Copyright © 2025 ONWUZURUIKE ODINAKACHI LILYAN. This is an open access article distributed under the Creative Commons Attribution License.
