Adoption And Implementation of State-Of-The-Art Digital Technologies for Student Communication in Nigerian Universities: Trends and Barriers

References

[1] Adeyemi, T.O., & Adeyinka, A. A. (2021). Digital transformation in Nigerian higher education post-COVID-19. Journal of Educational Technology, 18, 45-61

[2] Adewale, S. (2023). Learning Management Systems adoption in West African universities. African Journal of Computing & ICT, 16, 112-129.

[3] Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2020). Technology Acceptance Model in M-learning: A systematic review. Computers & Education, 141, 103639

[4] Ally, M., & Samaka, M. (2022). AI in education: Current applications and future directions. International Journal of Artificial Intelligence in Education, 32, 12-28.

[5] Bello, R., & Yusuf, M. (2022). Virtual learning and student engagement in Nigerian universities. Nigerian Journal of Educational Research, 14, 78-95.

[6] Creswell, J.W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach [5th ed.]. Sage.

[7] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-340.

[8] Ifeanyichukwu, E., Okafor, C., & Musa, B. (2023). Social media use for academic communication among Nigerian undergraduates. Telematics and Informatics Reports, 10, 100062

[9] Nigerian Communications Commission (2024). Subscriber statistics report. Abuja: NUC

[10] National Universities Commission (2023). Nigerian university system statistical digest. Abuja: NUC

[11] Ogunode, N.J., Ajape, T.S., & Jegede, D. (2022). Digital learning in Nigeria universities after COVID-19. International Journal of Development and Management Review, 17, 1-15.

[12] Oghenetega, L., Okoro, J., & Adebayo, P. (2023). Barriers to e-learning implementation in Sub-Saharan Africa. Education and Information Technologies, 28, 5541-5560.

[13] Olatunbosun, O., & Olayemi, A. (2021). Digital divide in Nigerian higher education. International Journal of Education and Development, 17, 33-49.

[14] Organisation for Economic Co-operation and Development (2023). Education at a Glance 2023. Paris: OECD Publishing.

[15] Schwab, K. (2017). The Fourth Industrial Revolution. World Economic Forum

[16] UNESCO. (2022). Education: From disruption to recovery. Paris: UNESCO.

[17] Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425-478

@article{1719531,
      author = {Opeyemi A OPE-AJAYI, Olufunke O. Aina, Kemisola J. OMODUN},
      title = {Adoption And Implementation of State-Of-The-Art Digital Technologies for Student Communication in Nigerian Universities: Trends and Barriers},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {1},
      pages = {692-697},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1719531.pdf},
      abstract = {The study investigated adoption and implementation of state-of-the-art digital technologies for student communication in Nigerian universities, with specific focus on trends and barriers. Guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), a descriptive survey design was adopted. A structured questionnaire was administered to 400 undergraduate students across four universities in Southwest Nigeria, selected through stratified random sampling. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression at 0.05 level of significance. Results revealed that instant messaging platforms, Learning Management Systems (LMS), and video conferencing tools (Zoom, Google Meet) are the most adopted state-of-the-art technologies for student communication. Key trends include mobile-first communication, AI-assisted tools, and asynchronous learning support. Major barriers identified were poor internet connectivity, high cost of data, inadequate digital literacy, and epileptic power supply. Statistical analysis showed a significant positive relationship between digital literacy and adoption (r =.672, p <.05), and that institutional support significantly predicts implementation (β =.514, p <.05). The study concluded that while adoption is high, implementation for effective communication is hindered by infrastructural and skill-related barriers. It is recommended that universities invest in campus-wide Wi-Fi, subsidized data, digital literacy training, and policy frameworks to support seamless implementation.},
      keywords = {State-of-the-Art Technology, Digital Technologies, Higher Education, Student Communication, Technology Adoption, Nigeria},
      month = {July},
      doi = {https://doi.org/10.64388/IREV10I1-1719531}
  }