Speaker
Description
Kane, I. L.
Yusuf Bala Usman College of Education and Legal Studies, Daura, Katsina State.
ibrahimlk131@gmail.com
Track: Digital Transformation in Higher Education
The rapid digitalization of global education has exposed significant "technological readiness deserts" within Nigeria’s teacher education landscape. This study justifies the urgent need for the development and validation of a 21st-century digital skills competence assessment framework specifically for College of Education lecturers. Employing a qualitative exploratory design, the research utilized semi-structured interviews with twelve purposively selected experts in educational technology and assessment. Thematic analysis revealed critical systemic gaps: 85% of institutions lack standardized evaluation mechanisms, and only 18% have access to validated assessment tools. Findings indicate that lecturer digital deficiencies create a "cascading effect," leaving over 70% of pre-service teachers underprepared for modern classrooms. The study identifies four core themes: the urgency of systematic assessment, systemic preparedness gaps, the impact on graduate quality, and infrastructure constraints. To mitigate these challenges, the study recommends that the National Commission for Colleges of Education (NCCE) institutionalize a validated competence framework aligned with international standards like DigCompEdu and UNESCO's ICT-CFT. Furthermore, digital proficiency must be linked to career advancement and supported by state-funded minimum technology standards. A phased three-year implementation strategy is proposed to transform Nigerian Colleges of Education into centers of digital excellence.