This study aims to examine the gap in digital pedagogy adoption among rural secondary school teachers in Nigeria and evaluate how targeted training can improve technology integration in classroom practice. Despite increasing investments in educational technology, many rural teachers continue to face barriers such as limited access to professional development opportunities, inadequate infrastructure, poor internet connectivity, and weak institutional support. These challenges restrict teachers’ ability to effectively use digital tools and contribute to widening educational inequalities between rural and urban schools. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the study will adopt a quantitative pre- and post-intervention design involving 500 rural secondary school teachers in Enugu State, Nigeria. Baseline data will be collected on digital literacy, access to electricity and internet, availability of digital devices, institutional support, teaching experience, technology self-efficacy, and frequency of technology use. Following the baseline assessment, 250 teachers will receive structured digital pedagogy training, while 250 teachers will serve as a control group. Data will be analysed using descriptive statistics, multiple regression analysis, and a difference-in-differences approach. The findings are expected to inform policies aimed at strengthening teacher capacity, promoting digital inclusion, and reducing educational inequalities in Nigeria.
Project leader: Chinelo Ochonma
Project researchers:
Scientific mentors: Anthony Wambugu
No journal publications.
No working papers.
No policy briefs.
No final reports.
No proposals.
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