Speaker
Description
Ahmed, I. B.
Adamu Tafawa Balewa College of Education Kangere Nigeria
ibrahimbh98@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study evaluated how digital innovation supports learner-centred pedagogies in adult literacy programmes in Bauchi Local Government Area, Nigeria. While adult literacy is essential for personal, social, and economic empowerment, many programmes still depend on traditional methods that limit learner engagement. Digital technologies offer opportunities to foster collaboration, critical thinking, and self-directed learning. A descriptive survey design was used, involving adult learners, facilitators, and coordinators from selected literacy centres. Data were gathered through questionnaires and interviews, and then analyzed using descriptive statistics. Findings showed that digital tools such as mobile phones, online resources, and multimedia enhance participation, motivation, and retention. Learner-centred approaches further improve engagement and literacy acquisition. However, challenges such as poor infrastructure, limited device access, inadequate facilitator training, unreliable electricity, and insufficient funding hinder effective implementation. The study concludes that digital integration can transform adult literacy instruction. It recommends investing in digital infrastructure, continuous facilitator training, affordable learning tools, and supportive policies to improve literacy outcomes and promote lifelong learning in Bauchi State and beyond.
Keywords: Adult Literacy, Learner-Centred Pedagogy, Digital Innovation, Adult Education, Lifelong Learning.