An examination of teachers’ digital competence in implementing online learning in secondary schools in Yobe LGA, Yobe State.
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Background of the Study
The rapid advancement of digital technologies has fundamentally altered the educational landscape, necessitating a shift in the competencies required by teachers to effectively deliver instruction in online environments. In secondary schools in Yobe LGA, Yobe State, the implementation of online learning platforms has become a critical strategy for ensuring continuity of education amidst various challenges, including those imposed by recent global disruptions. Central to this shift is the concept of digital competence, which encompasses not only technical skills but also the ability to integrate digital tools into pedagogical practices. Teachers in this region are increasingly expected to demonstrate proficiency in using learning management systems, virtual communication tools, and digital content creation platforms. This paradigm shift underscores the need for comprehensive professional development that aligns with the demands of a digitally driven education system (Olawale, 2023). Furthermore, digital competence is critical in fostering engaging and interactive learning experiences that cater to the diverse needs of students. As schools transition from traditional classroom settings to online platforms, teachers must navigate a range of technical challenges, including software glitches, connectivity issues, and the need for effective online classroom management. In addition, the integration of digital tools into curriculum delivery has prompted a re-examination of teaching methodologies, encouraging educators to adopt innovative approaches that enhance student engagement and learning outcomes. The context of Yobe LGA presents unique challenges due to variations in access to technology and infrastructure, which in turn affect the overall effectiveness of online learning initiatives. By critically examining the digital competence of teachers, this study aims to identify gaps in skills and knowledge that may impede the successful implementation of online learning. The findings of this research are expected to inform targeted training programs and policy interventions that support the continuous professional development of teachers, ultimately contributing to improved educational outcomes in the region (Adamu, 2024). Additionally, the study considers the broader implications of digital competence on the quality of education, particularly in terms of enhancing digital literacy among students and fostering a culture of continuous learning and innovation (Sani, 2025).
Statement of the Problem
The transition to online learning in secondary schools in Yobe LGA has underscored significant challenges related to teachers’ digital competence. Many educators lack the necessary training and experience to effectively integrate digital tools into their teaching practices. This deficiency often results in suboptimal use of technology, which undermines the quality of online instruction and diminishes student engagement. Furthermore, the rapid shift to digital platforms has exposed gaps in the professional development frameworks available to teachers, leaving them ill-equipped to address technical challenges and adapt to evolving digital pedagogies. Issues such as inadequate infrastructure, limited access to updated digital resources, and insufficient support systems compound the difficulties faced by educators (Garba, 2023). The disparity in digital competence among teachers also contributes to inconsistent learning experiences, where some students receive high-quality, interactive lessons, while others encounter poorly managed online classes. Additionally, the pressure to rapidly adopt new technologies without adequate training has led to increased stress and burnout among educators, further exacerbating the problem. This situation calls for a systematic investigation into the factors influencing digital competence in the teaching workforce, as well as the identification of effective strategies to enhance digital skills. Understanding these challenges is essential for developing targeted interventions that can support teachers in their professional growth and improve the overall effectiveness of online learning in secondary schools. Addressing the issue of digital competence is critical not only for enhancing instructional quality but also for ensuring that students are able to benefit fully from the potential of digital education. The current gap in research highlights the need for a comprehensive study that explores the determinants of digital competence and evaluates the impact of professional development initiatives on teachers’ performance in online learning environments (Ibrahim, 2023).
Objectives of the Study
1. To assess the current level of digital competence among secondary school teachers in Yobe LGA.
2. To identify key challenges affecting the effective integration of digital tools in online teaching.
3. To recommend strategies for improving digital competence through professional development programs.
Research Questions
1. What is the current level of digital competence among secondary school teachers in Yobe LGA?
2. What are the main challenges faced by teachers in integrating digital tools into their teaching practices?
3. How can professional development programs enhance teachers’ digital competence?
Research Hypotheses
1. Teachers with higher digital competence are more effective in delivering online learning.
2. Inadequate professional development significantly contributes to lower levels of digital competence.
3. Enhanced digital competence among teachers leads to improved student engagement and learning outcomes.
Significance of the Study
This study is significant as it provides critical insights into the digital competence of teachers, which is essential for effective online learning. The research highlights challenges and proposes strategic interventions to enhance professional development in digital education. The findings will inform educational stakeholders and policymakers, ultimately contributing to improved teaching practices and student outcomes. The study also supports the broader goal of integrating digital technologies in education, fostering an environment of continuous learning and innovation (Abdullahi, 2024).
Scope and Limitations of the Study
This study is limited to secondary schools in Yobe LGA, Yobe State, focusing exclusively on teachers’ digital competence in online learning. It does not address other factors influencing educational quality or extend to other regions.
Definitions of Terms
1. Digital Competence: The set of skills and knowledge required to effectively use digital tools in teaching.
2. Online Learning: An educational process that utilizes digital platforms for instruction and engagement.
3. Professional Development: Training and educational programs aimed at enhancing teachers’ skills and competencies.
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