Application of software technologies and delivery of business education content in federal universities

Abstract

This study examined the relationships between the application of software technologies and the delivery of Business Education content in federal universities in South South Nigeria. Specifically, it determined the individual and joint relationships of Cognitive Artificial Intelligence (AI), Voice on the PowerPoint (VOPPT) lectures, Skillshare and Google Forms with Business Education content delivery. A correlational research design was adopted. The population comprised 306 respondents, and the entire population was studied. Data were collected using a structured questionnaire and analysed using simple and multiple linear regression at the .05 level of significance. Five research questions were answered and five null hypotheses were tested. Cognitive AI had a significant positive relationship with Business Education content delivery (R = .574, R² = .330, β = .574, t = 12.235, p < .001). VOPPT also had a significant positive relationship (R = .626, R² = .392, β = .626, t = 14.011, p < .001), while Skillshare demonstrated a significant positive relationship (R = .578, R² = .335, β = .578, t = 12.363, p < .001). Google Forms recorded the strongest individual relationship (R = .804, R² = .646, β = .804, t = 23.572, p < .001). Collectively, the four technologies explained 65.6% of the variance in Business Education content delivery (R = .810, R² = .656, adjusted R² = .652), with the overall regression model being significant, F(4, 301) = 143.634, p < .001. In the joint model, Skillshare ( β = .185, t = 2.921, p = .004) and Google Forms ( β = .808, t = 14.746, p < .001) made significant unique contributions, whereas Cognitive AI ( β = −.107, t = −1.395, p = .164) and VOPPT ( β = −.062, t = −.775, p = .439) did not. The results indicate that the four software technologies are individually associated with Business Education content delivery, but their unique contributions differ when considered simultaneously. The findings highlight the importance of strategic technology integration, lecturer capacity development, reliable digital infrastructure and institutional support for the effective delivery of Business Education content in federal universities.