BRIDGING THE DIGITAL DIVIDE: ICT ACCESS AND LITERACY AMONG NATIONAL OPEN UNIVERSITY OF NIGERIA ODL STUDENTS

Abstract

In today’s technology-driven educational landscape, bridging digital divides is essential for fostering inclusive, scalable, and resilient Open and Distance Learning (ODL). This study assessed digital readiness among students at the National Open University of Nigeria (NOUN), focusing on ICT access, digital literacy competencies, and the barriers that hinder effective participation in online learning. A comprehensive questionnaire was developed, validated, and administered to 3,100 students, guided by three research questions and corresponding hypotheses. Data were analysed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics addressed the research questions, while Pearson’s Chi-Square and One-Way ANOVA were used to test the hypotheses and explore associations and differences across demographic and ICT ability groups. Findings reveal that while most NOUN students reported moderate-to-high digital literacy (M = 3.66/5.0), critical gaps persist in content evaluation (24.8%), platform adaptability (30.6%), and communication versatility (29.1%). Disparities were significantly associated with age, academic qualification, and ICT ability, with older and low-skill students reporting lower digital confidence. Major barriers included poor connectivity (13% limited to 2G/3G networks), limited device access, and high internet costs. ANOVA results confirmed that digital confidence is strongly linked to ICT ability (F = 43.11–77.43, p < .001). The study recommends tiered digital skills training, bandwidth-conscious learning design, device support schemes, and peer-led mentoring to address the inequalities. These strategies can foster digital inclusion and enhance learner engagement and resilience within ODL environments.