Digital Readiness among Academics in Faculty of Education: Implications for Educational Management

Abstract

The study investigated the digital readiness of academic in Faculty of Education, University of Benin, Benin City, Nigeria. It explored their technological competencies, attitudes, and perceptions. The descriptive survey research design was adopted for the study. The 133 lecturers in the Faculty of Education, University of Benin, Benin City were the targeted population of the study. While the sample size of 100 lecturers was determined using the Krejcie and Morgan formula.  A structured questionnaire titled “Academics Digital Readiness Questionnaire (ADRQ)” was used for data collection. The instrument was validated by experts in educational management, while its reliability was determined through a pilot-test and data collected were analyzed with Cronbach Alpha formula and the coefficients was 0.85. The data collected were analyzed using mean statistic and independent sample T-test. Findings indicated that academics had moderate digital skill, and readiness to leverage on digital technologies. The study recommended targeted training for lecturers, infrastructure development, and reforms to enhance digital skills and readiness of academics, and effective educational management