Enhancing Teaching and Learning through ICT Integration in Nigerian Tertiary Education: Evidence from a Quantitative Study
Year: 2026
Type: article
Study design: Observational Study
Abstract: The integration of information and communication technology (ICT) into higher education has increasingly reshaped pedagogical practices and student learning experiences, particularly in developing countries. This study investigates the effectiveness of ICT integration in enhancing teaching and learning in selected Nigerian tertiary institutions. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a quantitative research design and draws on survey data collected from 94 academic staff across three public institutions in Ibadan, Oyo State, Nigeria. Descriptive statistics and a one-sample Z-test were employed to examine academic staff perceptions of the impact of ICT integration on instructional delivery and student engagement. The findings indicate that ICT integration significantly enhances teaching effectiveness, improves access to up-to-date instructional resources, and promotes active student participation. A substantial proportion of respondents affirmed that technology facilitates interactive learning, supports differentiated instruction, and increases students’ confidence and engagement in classroom activities. Specifically, 86% of respondents agreed that ICT enables students to be more active and engaged (mean = 4.52), whilst 79% affirmed that ICT assists tutors in deploying current instructional materials (mean = 4.41). Hypothesis testing confirmed a statistically significant relationship between ICT integration and improved teaching and learning outcomes (z = 15.58; p < .05), resulting in the rejection of the null hypothesis. The study contributes to the scholarship of teaching and learning by providing empirical evidence on the pedagogical value of ICT in higher education within a Nigerian context. It underscores the need for sustained institutional support, TPACK-aligned professional development, and strategic pedagogical alignment to maximise the benefits of technology-enhanced learning environments. The study concludes that ICT integration, when effectively implemented, catalyses improvements in instructional quality and fosters student-centred learning in Nigerian tertiary education.
Source: Multidisciplinary Reviews
Institution: University of South Africa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220144959