An evaluation of continuing education programs in enhancing ICT skills among teachers in Katsina Local Government Area, Katsina State
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Background of the Study
The rapid advancement of information and communication technology (ICT) has transformed the educational landscape worldwide. In Katsina Local Government Area, Katsina State, continuing education programs have been introduced as a strategic response to equip teachers with essential ICT skills. These programs aim to bridge the digital divide in education by enabling teachers to integrate modern technologies into classroom instruction. Enhanced ICT proficiency among educators is linked to improved teaching methods, more engaging learning experiences, and better student outcomes (Garba, 2023). As educational institutions strive to remain relevant in the 21st century, the adoption of ICT becomes imperative. Continuing education initiatives provide teachers with training on digital tools, educational software, and online resources, thereby enhancing their ability to deliver innovative and interactive lessons. Furthermore, the programs emphasize practical applications and hands-on experiences to ensure that teachers not only understand theoretical concepts but also can effectively implement them in real classroom settings (Mahmud, 2024). Despite these efforts, challenges persist in fully integrating ICT into teaching practices. Many educators face obstacles such as limited technical support, inadequate infrastructure, and a lack of continuous professional development opportunities that hinder the effective utilization of ICT skills (Sani, 2025). Moreover, there exists a generational gap in technological proficiency, where younger teachers are more adept at using digital tools compared to their more experienced counterparts. The continuing education programs in Katsina aim to address these issues by offering targeted training that considers the diverse needs of educators. This study seeks to evaluate the extent to which these programs enhance ICT skills among teachers and to identify the factors that contribute to or impede successful technology integration. By exploring both the curriculum and the contextual challenges, the research intends to provide a comprehensive analysis of the impact of continuing education on teaching practices in the digital age. In doing so, it will contribute to policy discussions on how best to support educators in adapting to rapidly evolving technological demands, ensuring that teaching remains effective, engaging, and responsive to the needs of a digital society (Garba, 2023; Sani, 2025).
Statement of the Problem
Despite considerable investments in continuing education programs designed to enhance ICT skills among teachers in Katsina, there remains a substantial gap between training outcomes and classroom implementation. Many teachers report receiving theoretical knowledge of digital tools without adequate practical exposure, leading to a reluctance or inability to fully integrate these technologies into their daily teaching practices. This gap is exacerbated by infrastructural limitations, such as unreliable internet connectivity and insufficient technological resources in many schools. Furthermore, some educators struggle with adapting to rapidly changing digital environments, often due to a lack of ongoing support and refresher courses. The disconnect between the training provided and the practical challenges in the classroom results in underutilization of ICT capabilities, which in turn affects student engagement and learning outcomes (Mahmud, 2024). Additionally, while younger teachers may adapt more quickly, older educators sometimes find it difficult to keep pace with technological advancements, further widening the digital divide within educational institutions. This shortfall not only diminishes the intended benefits of continuing education programs but also undermines efforts to modernize teaching methods across the region. A critical evaluation of these programs is therefore essential to identify and address the barriers that impede effective ICT integration. This study aims to explore the specific challenges faced by teachers, assess the adequacy of the training curriculum, and examine the support systems in place. By doing so, it will provide recommendations to enhance the impact of continuing education programs, ensuring that ICT skills translate into improved pedagogical practices and contribute to overall educational quality in Katsina (Garba, 2023; Sani, 2025).
Objectives of the Study
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To evaluate the effectiveness of continuing education programs in enhancing ICT skills among teachers.
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To identify challenges that hinder the practical application of ICT skills in classrooms.
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To propose recommendations for improving ICT training and support for educators.
Research Questions
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How do continuing education programs impact the ICT competencies of teachers in Katsina?
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What challenges do educators face when integrating ICT into their teaching practices?
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What improvements can be made to enhance the practical application of ICT skills in education?
Research Hypotheses
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H1: Continuing education programs significantly improve ICT skills among teachers.
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H2: Inadequate infrastructure and technical support hinder effective ICT integration in classrooms.
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H3: Ongoing professional development positively correlates with sustained ICT utilization in teaching.
Significance of the Study
This study is significant as it evaluates the impact of continuing education programs on the ICT proficiency of teachers, a critical factor for modernizing education. The research will inform policymakers and educational administrators on effective training strategies, highlight infrastructural needs, and offer recommendations to overcome barriers in ICT integration. By fostering a digitally competent teaching workforce, the study aims to improve educational outcomes and student engagement in a technology-driven world (Sani, 2025).
Scope and Limitations of the Study
The study is limited to evaluating continuing education programs aimed at enhancing ICT skills among teachers in Katsina Local Government Area, Katsina State. It focuses on curriculum content, training delivery, and infrastructural support without addressing broader national or regional ICT policies.
Definitions of Terms
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ICT Skills: Proficiency in using digital tools and technology for educational purposes.
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Continuing Education: Ongoing professional development initiatives designed to update skills and knowledge.
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Digital Divide: The gap between those who have access to modern digital technologies and those who do not.
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