Speaker
Description
Alhaji, U. I.
Federal University of Education, Zaria
ismailaalhaji48@gmail.com
Track: Digital Transformation in Higher Education
The integration of digital innovation into Physical and Health Education (PHE) represents a paradigm shift in higher education, particularly within the African context where traditional pedagogical approaches have long dominated. This empirical study investigated the harnessing of digital innovation in PHE to reimagine teaching, learning, and research in African universities, with a specific focus on federal public universities of education in Nigeria. The study adopted a descriptive survey research design. The target population consisted of all 107 PHE lecturers from the Federal University of Education, Zaria, and the Federal University of Education, Kano. Based on the Research Advisors (2006) sample size selection model, a sample size of 84 respondents was determined and selected using proportionate stratified random sampling. Data were collected using a structured and validated instrument titled 'Digital Innovation in Physical Education Questionnaire' (DIPEQ), with a reliability coefficient of 0.86 (Cronbach’s Alpha). Descriptive statistics (Mean and Standard Deviation) answered the research questions, while inferential statistics (Independent Samples t-test and Pearson Product-Moment Correlation) tested the null hypotheses at the 0.05 level of significance. Findings revealed a positive attitude towards digital innovations (e.g., wearable technologies, video analysis software, LMS) but moderate actual utilization due to systemic barriers like poor internet infrastructure, inadequate power supply, and limited institutional funding for digital PHE laboratories. No significant gender difference in utilization was found, but a significant correlation existed between digital literacy and technology integration frequency. Recent studies (e.g., Okafor & Adebayo, 2025) corroborate these infrastructural challenges across sub-Saharan Africa. The paper concludes that for African universities to compete globally in sports science and PHE, stakeholders must invest in digital infrastructure and capacity building. Recommendations include TETFund-supported digital hubs, targeted training in discipline-specific tools (e.g., Kinovea, AI analytics), and curriculum reforms aligned with the 4IR.