Speaker
Description
Ogundele, A. G.
Kwara State College of Education (Technical) Lafiagi, Nigeria
alexnig2003@yahoo.com
Track: Digital Pedagogy and Teaching Innovation
This paper reviews how digital innovation can advance learner-centred pedagogy in Nigerian Colleges of Education through a critical structured narrative review of the literature. The review synthesizes evidence from 22 international and Nigerian empirical studies, conceptual papers, review articles, and policy documents from goggle scholars, Web of Science, and Scopus to review the pedagogical value of digital technologies, enabling conditions for implementation, equity challenges, and implications for teacher education. The findings indicate that digital innovation enhances learner-centred pedagogy when technology is used to transform teaching and learning through inquiry-based learning, collaboration, formative assessment, authentic knowledge creation, reflective practice, and learner autonomy, rather than merely digitizing traditional lecture methods. Although Nigerian Colleges of Education have demonstrated increasing interest in digital pedagogies and emerging institutional capacity, persistent challenges including inadequate electricity supply, poor internet connectivity, high device and data costs, insufficient staff development, limited institutional support, and unequal access among learners continue to constrain effective implementation. The review further reveals that existing empirical evidence from Nigerian Colleges of Education remains limited in geographical coverage and is dominated by cross-sectional self-report studies, highlighting the need for more rigorous longitudinal and intervention-based research. Based on the synthesis, the study proposes the PADDIFE design heuristic, which integrates pedagogical purpose, access, doing, dialogue, inclusion, feedback, and evidence to guide effective digital learning design. The paper concludes that successful digital transformation in teacher education should be evaluated primarily by its impact on student teachers’ agency, learning outcomes, and pedagogical competence rather than by the quantity of digital platforms or technological infrastructure available.