Speaker
Description
Galadanchi, N. Y.
Yusuf Bala Usman College of Education and Legal Studies Daura
ygaladanchi2015@gmail.com
Track: Digital Transformation in Higher Education
Digital transformation has become a critical driver of educational innovation globally, reshaping pedagogical practices, learning environments, and teacher preparation programs. In Nigeria, efforts to integrate digital technologies into teacher education have intensified; however, persistent digital inequalities continue to hinder equitable access to technology enhanced learning opportunities within colleges of education. The digital divide, manifested through disparities in infrastructure, connectivity, digital competencies, and resource allocation, poses significant challenges to the preparation of future teachers capable of functioning effectively in technology driven educational systems. This study explored stakeholders' perceptions and experiences regarding digital transformation and the challenges associated with the digital divide in colleges of education in Nigeria. Guided by a qualitative research approach, data were collected through semi-structured interviews and focus group discussions involving lecturers, administrators, and student teachers drawn from selected colleges of education. The data were analyzed using thematic analysis. Findings revealed that inadequate digital infrastructure, unreliable internet connectivity, insufficient digital competencies among educators, funding limitations, and pronounced disparities between urban and rural institutions significantly constrained the implementation of digital transformation initiatives. Nevertheless, participants identified emerging opportunities, including digital literacy programs, professional development initiatives, institutional partnerships, and evolving policy reforms aimed at enhancing technology integration in teacher education. The study concluded that bridging the digital divide is essential for the sustainable future of teacher education in Nigeria. Strategic investments in digital infrastructure, continuous capacity building programs, and inclusive policy frameworks are necessary to ensure equitable access to digital learning resources and opportunities. The findings provide important implications for educational policymakers, teacher educators, and institutional administrators seeking to strengthen digitally responsive teacher education systems in developing country contexts.