An assessment of informal education in promoting digital literacy among secondary school students in Gombe Local Government Area, Gombe State
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Background of the study
The rapid evolution of technology in the 21st century has underscored the need for digital literacy among students, making it imperative for educational systems to adapt. In Gombe Local Government Area, Gombe State, informal education initiatives are emerging as innovative approaches to promote digital literacy among secondary school students. Digital literacy encompasses not only the ability to use digital tools effectively but also the critical skills required to analyze, evaluate, and create digital content. Informal educational programs such as coding clubs, computer workshops, and online learning communities have become instrumental in bridging the gap between traditional classroom instruction and the demands of the digital age (Olawale, 2023).
In Gombe, many secondary schools face challenges such as limited access to modern technological resources and a shortage of trained ICT educators. Informal education, therefore, serves as an alternative platform where students can engage with digital technologies in a more flexible and interactive environment. Through community-based initiatives, students are exposed to practical applications of digital tools, enabling them to develop competencies in areas like programming, digital communication, and cyber safety. These informal learning experiences encourage self-directed learning and enhance problem-solving skills, thereby complementing the formal educational curriculum (Ibrahim, 2024).
Furthermore, informal digital education initiatives are often more adaptable to rapid technological changes, allowing students to keep pace with emerging trends and innovations. The interactive nature of these programs fosters collaboration and creativity, which are essential skills in today’s digital economy. Research has indicated that students who participate in such programs tend to exhibit greater confidence in using technology and a stronger inclination towards pursuing careers in STEM fields (Adamu, 2025). In light of these developments, this study aims to assess the impact of informal education on digital literacy among secondary school students in Gombe, exploring the challenges and opportunities associated with integrating digital skills into everyday learning.
By combining qualitative and quantitative research methods, the study seeks to provide a comprehensive evaluation of how informal digital education initiatives contribute to improved digital competencies. It will also examine the role of community involvement, resource availability, and pedagogical practices in shaping students’ digital literacy. The insights generated from this research are expected to inform policy decisions and educational practices, ultimately enhancing the digital readiness of future generations.
Statement of the problem
Despite the recognized importance of digital literacy in the modern era, secondary school students in Gombe face significant challenges in acquiring the necessary digital skills through formal education alone. Many schools in the area are constrained by inadequate technological infrastructure and limited access to qualified ICT instructors. Consequently, informal education has become a critical avenue for supplementing digital learning; however, its impact remains under-evaluated. The variability in program quality, resource availability, and mentorship within informal digital education initiatives has led to inconsistencies in digital skill acquisition among students (Bello, 2023).
Furthermore, the integration of digital literacy into the informal learning environment is often hampered by a lack of standardized curricula and assessment tools. This results in a fragmented approach where some students benefit from well-structured programs while others experience minimal gains. Additional challenges include the rapid pace of technological change, which can render existing informal programs obsolete if they are not continually updated to reflect current trends. These issues highlight the need for a systematic evaluation of informal digital education initiatives in Gombe to determine their effectiveness in promoting digital literacy (Musa, 2024).
Moreover, there is limited empirical data on how informal digital education influences students’ academic performance and career choices in technology-related fields. Without this evidence, policymakers and educators face difficulties in justifying investments in informal digital learning programs. Addressing these challenges is crucial for creating a robust framework that supports the integration of digital literacy into the broader educational system, ensuring that all students are adequately prepared for the demands of the digital age (Okoro, 2025).
Objectives of the study
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To assess the impact of informal education on digital literacy among secondary school students.
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To identify challenges and success factors in implementing informal digital education initiatives.
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To recommend strategies for integrating informal digital literacy programs with formal education.
Research questions
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How does informal education influence digital literacy among secondary school students in Gombe?
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What are the primary challenges faced by informal digital literacy programs in the region?
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How can informal and formal digital literacy initiatives be effectively integrated?
Research Hypotheses
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H₁: Students participating in informal digital education programs demonstrate higher digital literacy than those who do not.
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H₂: Adequate access to digital resources positively impacts the effectiveness of informal digital education.
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H₃: Integrating informal digital literacy activities with the formal curriculum enhances overall technological competence.
Significance of the study
This study is significant as it explores the potential of informal education to bridge the digital skills gap among secondary school students in Gombe. The findings will help educators and policymakers design targeted interventions to improve digital literacy, ensuring that students are well-equipped to thrive in a technology-driven world. By highlighting effective practices and pinpointing areas needing improvement, this research will contribute to creating a more integrated and resilient educational framework for digital learning (Suleiman, 2023).
Scope and limitations of the study
This study is limited to assessing the role of informal education in promoting digital literacy among secondary school students in Gombe Local Government Area, Gombe State. It does not extend to other regions or educational levels.
Definitions of terms
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Digital Literacy: The ability to effectively use digital tools and technologies for communication, problem-solving, and content creation.
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Informal Education: Learning that occurs outside the formal school curriculum, often through community or self-directed initiatives.
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Secondary School Students: Learners enrolled in the educational phase following primary schooling, typically between the ages of 12 and 18.
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