Speaker
Description
Dawaki, I. A.
Adamu Tafawa Balewa college of Education Kangere Bauchi
ibrahimabubakardawaki@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The rapid digitization of global economies necessitates a parallel evolution in educational practices, particularly within Business Education programs tasked with producing future-ready professionals. However, in developing nations like Nigeria, a persistent digital divide, characterized by disparities in access, skills, and usage, critically impedes the effective integration of technology into instructional delivery. This study assesses the influence of various Technological Pedagogical Approaches on instructional delivery within Business Education programs in selected tertiary institutions in Northeastern Nigeria. Employing a mixed-methods research design, the study gathered quantitative data from 100 Business Education lecturers and students across selected federal and state Colleges of Education, complemented by qualitative interviews with 5 Heads of Department. The findings reveal a significant positive correlation between the adoption of specific Technological Pedagogical Approaches such as blended learning, simulation-based instruction, and cloud-collaborative tools and enhanced student engagement, practical skill acquisition, and overall instructional effectiveness. Conversely, the study identifies critical moderating barriers, including inadequate digital infrastructure, erratic power supply, high data costs, and insufficient continuous professional development. The research underscores that technology alone is insufficient; its pedagogical integration must be contextualized to overcome systemic infrastructural and socio-economic challenges. The paper concludes by proposing a strategic framework for sustainable Technological Pedagogical Approaches implementation, emphasizing policy-driven investment in infrastructure, the development of localized digital content, and the establishment of continuous capacity-building initiatives for educators. This study contributes vital empirical evidence to the discourse on digital transformation in education, offering actionable insights for policymakers, educational administrators, and curriculum developers aiming to bridge the digital divide and foster a resilient, technologically adept workforce in Nigeria.