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

Akinmide Christopher OLAWALE; Charles  Olubode OLUMORIN; Samuel Adenubi ONASANYA; Hamdallat Taiwo YUSUF

doi:10.5281/zenodo.20178433

Autori

Akinmide Christopher OLAWALE Department of Science and Technology Education Faculty of Education, University of Ibadan, Oyo State, Nigeria Autore
Charles Olubode OLUMORIN ² Department of Educational Technology, Faculty of Education, University of Ilorin, Kwara State, Nigeria Autore
Samuel Adenubi ONASANYA Department of Educational Technology, Faculty of Education, University of Ilorin, Kwara State, Nigeria Autore
Hamdallat Taiwo YUSUF Social Science Education Faculty of Education, University of Ilorin, Kwara State, Nigeria Autore

DOI:

https://doi.org/10.5281/zenodo.20178433

Parole chiave:

Technological Pedagogical Content Knowledge, teacher self-efficacy, Universal Basic Education, Digital Education, Nigeria, Technology Integration

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.
Keywords: , , , , ,