Teachers’ Technological Pedagogical Content Knowledge (TPACK) Self-Efficacy and Digital Implementation of Universal Basic Education Policy in Southwest Nigeria

Abstract

The Universal Basic Education (UBE) programme in Nigeria increasingly relies on technology-enabled instruction to achieve its goals of equitable access, quality learning, and relevance in a digital era. This study examined the influence of teachers' Technological Pedagogical Content Knowledge (TPACK) self-efficacy on the digital implementation of the UBE programme in Southwest Nigeria. A quantitative survey design was adopted, and data were collected from 711 UBE teachers in Lagos, Oyo, and Ogun States using a validated TPACK self-efficacy questionnaire (α = 0.88). Descriptive statistics, t-tests, and ANOVA were employed for data analysis. Findings showed that teachers demonstrated above-average self-efficacy in individual TPACK components (technological, pedagogical, and content knowledge) but below-average overall TPACK self-efficacy (M = 2.48), indicating limitations in integrative competence. Significant differences were found based on teaching experience, F(3, 690) = 48.17, p < .001; subject specialisation, F(3, 690) = 6.11, p < .001; and level of school support, F(2, 691) = 81.41, p < .001, while gender differences were not statistically significant. The findings suggest that fragmented digital competencies constrain effective technology-supported implementation of the UBE programme. The study underscores the need for targeted professional development, strengthened institutional support, and sustained investment in digital infrastructure to enhance teachers' integrative digital competence and improve basic education delivery in Nigeria.