Nigerian Online Journal of Educational Sciences and Technology

DIGITAL LEARNING APPLICATIONS AND THEIR POTENTIAL FOR INCLUSIVE EDUCATION OF STUDENTS WITH HEARING IMPAIRMENTS IN NIGERIAN SCHOOLS

ADEROJU Musiliu Adekola — 2026-04-25

The integration of digital learning applications (DLAs) into special education presents a significant
opportunity to bridge the educational gap for students with disabilities. In Nigeria, the potential of these
tools for students with hearing impairments or deaf remains largely underexplored. This mixed-methods
study investigated the availability, accessibility, utilization, and perceived potential of DLAs for fostering
inclusive education for deaf students in Ilorin, Kwara State, Nigeria. Data were collected from 45 teachers
and 60 senior secondary students across three purposively selected schools: To-Omo-Re Schools, Hill City
Schools, and the Kwara State School for Special Needs. Quantitative data from teachers were gathered
through structured questionnaire, while qualitative data from students through semi-structured interviews
and classroom observations.. The findings revealed a significant scarcity of specialized DLAs, with only
11.1% of teachers reporting seldom use and 2.2% consistent use of such applications. Major barriers
included a lack of teacher training (M=4.22), inadequate infrastructure (inconsistent electricity, lack of
devices), and a curriculum that does not integrate technology. Despite these challenges, 92% of teachers
and 85% of students expressed strong positive perceptions of the potential of DLAs to enhance engagement,
literacy, and independent learning. The study concludes that while the current state of DLA integration is
very low in schools, there is immense, untapped potential. It recommends a multi-stakeholder approach
involving government investment in infrastructure, targeted teacher professional development, and the
development of Nigerian sign-language-integrated digital content to transform the educational landscape
for deaf students in Nigeria.

CULTURAL PERSPECTIVES ON OFFICE TECHNOLOGY: ADDRESSING SOCIOLOGICAL BARRIERS TO INNOVATION IN TVET SYSTEMS IN SOUTHWEST NIGERIA

A. O. Ojo — 2026-04-25

The adoption of office technology in Technical and Vocational Education and Training (TVET)
institutions is essential for equipping students with the necessary skills for the modern workforce.
However, sociocultural factors such as traditional beliefs, resistance to change, generational
differences, and lack of digital literacy hinder seamless integration. This study examines these
barriers in TVET institutions in Southwest Nigeria, aiming to identify key challenges and propose
effective solutions. Using a descriptive survey design, data were collected from 285 respondents,
including TVET instructors, administrators, and students. A structured questionnaire was
employed, and the data were analyzed using descriptive statistical methods. The findings reveal
that resistance to digital tools stems from fear of job displacement, lack of confidence in digital
literacy, and a strong preference for face-to-face communication over digital interactions. Younger
students were found to be more open to office technology compared to older instructors, indicating
a significant generational gap in adoption. The study concludes that overcoming these barriers
requires targeted awareness campaigns, regular digital training programs, curriculum reforms, and
industry collaborations to enhance practical exposure. It recommends that policymakers enforce
digital literacy policies, integrate office technology into the TVET curriculum, and adopt culturally
inclusive strategies to facilitate smooth technology adoption. These measures will ensure that
TVET institutions effectively prepare students for a rapidly evolving digital workplace.

IoT-ENABLED OFFICE SYSTEMS: ENHANCING WORKPLACE EFFICIENCY THROUGH ADVANCED TVET TRAINING IN ELECTRICAL AND ELECTRONICS ENGINEERING IN SOUTHWEST NIGERIA

Engr. Dr. T. A. Abdul-Hameed — 2026-04-25

In the developing world, the IoT-enabled office systems are going to the next level of office
efficiency. The objective of this research is to investigate how advanced Technical and Vocational
Education and Training (TVET) in Electrical and Electronics Engineering (EEE) can enhance the
promotion of IoT-enabled office systems implementation in Southwest Nigeria using a descriptive
survey method. Data were collected using structured questionnaires distributed to 250 respondents
comprising TVET educators and trainees, as well as industry stakeholders. This paper provides
insight into advanced TVET training that is crucial in developing person IoT-specific skills and
enhancing workplace productivity, energy utilization, and communication networks. The results
of the study reveal some of the key challenges which restrict the IoT development in academic
institutions: outdated curricula, lack of hands-on experience with IoT tools for academic
institutions, and poor collaboration with the industry. The suggested measures include revising
TVET curricula to include IoT skills and competencies, improving access to IoT infrastructure,
and strengthening industry-academic partnerships.

HOSPITALITY WORKFORCE COMPETENCY, DIGITAL TRANSFORMATION, AND SERVICE QUALITY IN SOUTHWEST NIGERIAN HOTELS

Oyinloye S. A. — 2026-04-27

In Nigeria, not only is the hospitality sector booming but also excellent service standards can be
maintained by integrating workforce competencies with digitization. The research aims to
understand the interconnection between work competence, digital transformation, and service
quality among hotel establishments in Southwest Nigeria. A cross-sectional mixed-methods
research design was applied here. The interviewees (420 individuals; 300 workers, 60 managers,
60 visitors) across six provinces were randomly selected by using a multistage sample method,
Data were gathered using structured Likert-scale questionnaires and semi-structured interviews.
Quantitative data were analyzed based on descriptive statistics and multivariate statistical
procedures such as ANOVA, many regression, and hierarchical linear modeling, while with
qualitative data's content analysis was worked on. Results indicate that workplace technical and
people-based (interpersonal) competence were found to be fair to good (M = 3.18) and problemsolving ability was found to be relatively established (M = 3.02), but digital literacy (computer
literacy and internet literacy) (M = 2.94) is inadequate. Most of the hotels adopted using the
internet-based booking and payment system (M = 3.09), but proficiency notwithstanding of using
advanced means such as data analytics or artificial intelligence (AI) is weak (M = 2.73). ANOVA
results confirmed existence of grade-wise difference of service quality between grades of hotels
(F = 15.12, p < 0.01); however, upscale hotels were found to be better than budget hotels.
Regression analysis subsequently revealed that workforce competence, and notably people-based
(interpersonal) competence (β = 0.32) and digital literacy (β = 0.29) rather than mostly determine
service quality. Qualitative results of interview revealed inhibitors such as lack of training, poor
bandwidth, and misalignment of policies. The research indicates the imperative of the hotels
putting money into staff training and digital literacy and into policy frameworks which align
hospitality education to the industries' digital demands; they too hold the key here. Inclusive digital
transformation relies on policies addressing small and medium-sized business enterprises'
demands and further improvements to infrastructure.

Geotechnical Properties Of Cement Stabilized Sand Partially Replaced With Kaolinite (A Case Study Of Arola Village, Ede, South Western, Nigeria)

Olabisi Ismaila Ogundiji — 2026-04-27

The persistent requirement for sustainable construction practices in recent times necessitates the need to execute more research
on possible sustainable construction materials. An example of a possible way to reduce the emission of greenhouse gases and
consequent global warming is to substitute cement with another sustainable construction binder such as kaolinite. The
commercial production of cement is a major stakeholder in releasing CO2 into the environment, hence the need for more studies
on substitute binders. The current study therefore explored the soil geotechnical properties of partially replaced cement with
kaolinite clay in some cement-stabilized sand samples of controlled quantities. The adopted mix design of the studied soil samples
is such that 0 - 100% of Arola sands were stabilized with 6% cement, which serves as the controlled sample. Thereafter, the
control sample were replaced with 0 - 100% of industrial kaolinite, respectively. The soil sample were subjected to geotechnical
and strength properties test. The specific gravity of the kaolinite is 2.4 while that of the sand sample is 2.62. In accordance with
the American Association of state highway officials classification system, the Arola sample was categorized as A-7-5, fair to poor
soil or poorly graded sand. The optimum shear properties were found at 50:50% of cement to kaolinite, whereas sand samples
containing 6% cement exhibited the best with least plasticity index and 50:50% as best strength properties values when the latter
was substituted with the former. Therefore, this research contributed to further understanding of sustainable construction
materials.

SOFT SKILLS AS A PREDICTOR OF JOB PERFORMANCE OF TECHNICAL COLLEGE INSTRUCTORS IN LAGOS STATE, NIGERIA

2026-05-08

Soft skills play a critical role in determining job performance across various professions, particularly in the education sector. Technical college instructors are not only required to possess strong technical expertise but also relevant soft skills that enhance teaching effectiveness and improve student learning outcomes. Therefore, this study investigated the predictive influence of soft skills on the job performance of technical college instructors in Lagos State, Nigeria. A descriptive survey design was adopted. The study population consisted of 400 instructors from five technical colleges in Lagos State, and total enumeration sampling was employed. Data were collected using two self-structured instruments: the Soft Skills Questionnaire (SSQ) and the Technical College Instructors’ Job Performance Questionnaire (TCIJPQ). The instruments were validated by three experts. Reliability analysis revealed strong internal consistency, with Cronbach’s alpha coefficients of 0.81 and 0.77, respectively. The collected data were analyzed using the Statistical Package for the Social Sciences, employing descriptive statistics and linear regression analysis. All hypotheses were tested at the 0.05 level of significance. The findings revealed that communication skill (β = 0.652, p < 0.05), problem-solving skill (β = 0.528, p < 0.05), and time management skill (β = 0.781, p < 0.05) significantly influenced instructors’ job performance in government technical colleges in Lagos State. It was concluded that soft skills are significant predictors of instructors’ job performance. The study recommended that the Ministry of Education and technical college administrators should provide periodic professional development programs aimed at improving instructors’ soft skills, among other measures.

AN INVESTIGATION INTO THE COGNITIVE DIMENSIONS OF STEM EDUCATION COMPETENCIES AND THEIR IMPACT ON LIFELONG LEARNING

Fehintoluwa Elizabeth DADA — 2026-05-13

The global attention on strengthening scientific literacy for 21^st century personnel development in developing countries, including Nigeria, demands in-depth studies on the cognitive and theoretical influence of STEM competencies and lifelong learning. Therefore, this study, based on social cognitive career theory, sought to explore the competencies developed in STEM pursuits and how STEM competencies support lifelong learning. The study is a descriptive survey was conducted with a sample of 400 senior secondary school students from both private and public secondary schools. The questionnaire items (instrument) used were duly validated, and the test of reliability yielded an index of 0.84. The data obtained were analyzed using descriptive statistics at a 3.00 benchmark, a t-test analytical tool at a 0.05 level of significance, and a 95% level of confidence. The descriptive, criterion-referenced, and inferential statistical approach adopted within this study provides a valid and transparent basis for the replicability of the research. Findings revealed that STEM education competencies significantly predict lifelong learning; lifelong learning in STEM can be encouraged through online resources, extracurricular programs, workshops and future-oriented discussions. Findings of this study underscore the need for educational stakeholders to embrace hands-on, real-world STEM pedagogical structures by providing adequate teaching materials and laboratory facilities with technological resources to foster STEM competencies for lifelong learning in schools, and implications of these findings for relevant educational practices, policies and stakeholders were discussed.