Speaker
Description
Kazaure, J. A.
Jigawa State College of Education and Legal Studies, Ringim
jummaialikazaure@gmail.com
Track: Digital Pedagogy and Teaching Innovation
INTERNATIONAL CONFERENCE ON DIGITAL INNOVATION AND HIGHER EDUCATION (ICDIHE 2026)
THEME: BRIDGING THE DIGITAL DIVIDE: REIMAGINING FUTURE-READY HIGHER EDUCATION ECOSYSTEMS IN AFRICA
SUB-THEME: DIGITAL PEDAGOGY AND TEACHING INNOVATION
UNIVERSITY OF KIGALI, KIGALI, RWANDA, NOVEMBER 23–27, 2026
ADVANCING LEARNER-CENTRED PEDAGOGIES THROUGH DIGITAL INNOVATION IN HIGHER EDUCATION: EVIDENCE FROM JIGAWA STATE, NIGERIA
DR. JUMMAI ALI KAZAURE
jummaialikazaure@gmail.com
+2348063807176
DEPARTMENT OF EDUCATIONAL FOUNDATION, JIGAWA STATE COLLEGE OF EDUCATION AND LEGAL STUDIES, RINGIM
Abstract
The rapid integration of digital technologies into higher education is reshaping pedagogical paradigms globally, with growing implications for student engagement, learning outcomes, and institutional effectiveness. In Nigeria, the increasing demand for inclusive, quality education has intensified the urgency of adopting learner-centred approaches anchored in digital innovation. This study examines the role of digital innovation in advancing learner-centred pedagogies within tertiary institutions in Jigawa State, Nigeria. Specifically, it investigates the extent of digital tool integration into teaching and learning, assesses its impact on student participation and academic outcomes, and identifies institutional and contextual challenges constraining effective adoption. The study employs a mixed-methods research design, drawing participants from academic staff and students across selected tertiary institutions in Jigawa State. Data are collected through structured questionnaires, semi-structured interviews, and classroom observations, and analysed using both descriptive and inferential statistical techniques alongside thematic analysis. The theoretical framework is grounded in constructivist learning theory, which foregrounds active student participation and knowledge construction through meaningful, experience-based learning. Findings are expected to demonstrate that digital innovations, including learning management systems, virtual classrooms, mobile learning applications, AI-supported tools, and collaborative online platforms, hold considerable potential for promoting learner autonomy, personalised learning, and improved academic performance. Equally, the study anticipates identifying significant constraints, including inadequate digital infrastructure, limited technological competency among educators, inconsistent internet connectivity, and insufficient institutional policy support. The study contributes empirical evidence from a developing-country context to the broader discourse on digital transformation in higher education, offering practical recommendations for policymakers, administrators, and educators on leveraging technology to strengthen learner-centred practices. Its findings are positioned to inform sustainable, equitable, and technology-driven higher education reform across Nigeria and comparable African contexts.
Keywords: digital pedagogy, learner-centred learning, digital innovation, higher education, artificial intelligence, educational technology, Jigawa State, Nigeria