Current Volume 9
Challenges and Prospects of Sustaining Blended Learning for Effective Curriculum Delivery in Colleges of Education in Nigeria
Abstract
Blended learning has become an important strategy for improving curriculum delivery in teacher education, especially in Colleges of Education where pre-service teachers are expected to acquire both pedagogical knowledge and digital competence. In Nigeria, the need for sustainable blended learning became more obvious after the COVID-19 disruption, which exposed the weaknesses of fully face-to-face teaching while also revealing the possibilities of technology-supported instruction. This study examined the challenges and prospects of sustaining blended learning for effective curriculum delivery in Colleges of Education in Nigeria. The study was guided by four research questions and two null hypotheses. A descriptive survey research design was adopted. The population comprised lecturers and students in selected federal, state, and private Colleges of Education across Nigeria. A sample of 360 respondents, made up of 120 lecturers and 240 students, was selected through stratified random sampling. Data were collected using a structured questionnaire titled Blended Learning Sustainability and Curriculum Delivery Questionnaire with a reliability coefficient of 0.87. Mean, standard deviation, ranking, and independent-samples t-test were used for analysis. Findings showed that the major challenges to sustaining blended learning include poor internet connectivity, high cost of data and devices, irregular electricity supply, limited institutional learning management systems, inadequate lecturer training, low student digital readiness, weak technical support, and poor funding. However, the study also found strong prospects, including wider access to learning materials, improved learner autonomy, flexible curriculum delivery, better use of multimedia resources, stronger emergency preparedness, and improved digital competence among future teachers. The study concluded that blended learning can strengthen curriculum delivery in Colleges of Education if it is properly funded, institutionally supported, and pedagogically guided. It recommended improved digital infrastructure, regular staff training, subsidized data access, curriculum redesign, policy enforcement, and monitoring mechanisms for sustainable implementation.
Keywords
Blended Learning, Curriculum Delivery, Colleges of Education, Nigeria, Teacher Education, Digital Learning, Instructional Technology.
Citations
IRE Journals:
Dr. Aboajah Chisomaga, Onuigbo Kenneth Chibueze, Onuoha Oju Joy Chinazmiheniile "Challenges and Prospects of Sustaining Blended Learning for Effective Curriculum Delivery in Colleges of Education in Nigeria" Iconic Research And Engineering Journals Volume 9 Issue 11 2026 Page 3329-3337
IEEE:
Dr. Aboajah Chisomaga, Onuigbo Kenneth Chibueze, Onuoha Oju Joy Chinazmiheniile
"Challenges and Prospects of Sustaining Blended Learning for Effective Curriculum Delivery in Colleges of Education in Nigeria" Iconic Research And Engineering Journals, 9(11)
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