Toward Inclusive Digital Education in Abuja, Nigeria: A Qualitative Study of Adoption Barriers and System-Level Reforms in K–12 Schools

Vollständiger Abstract

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Purpose: Despite significant global advancements in EdTech that have revolutionised teaching and learning approaches, the adoption of these innovations among schools in Nigeria, particularly Abuja, remains constrained. Factors such as poor digital infrastructure, high data cost, unreliable electricity supply, digital incompetence, socio-economic disparities, and inconsistent school policies towards e-learning integration have collectively hindered progress. This study examines the use of digital learning tools in K–12 schools in Abuja, highlighting the need for digitised teaching to remain globally competitive.Methods: This research adopted a qualitative research design based on open-ended methods to determine the impact of digital learning tools on K-12 learning in Abuja. N=20 of the purposively chosen teachers, administrators, and education officers will be interviewed in 30-45 minutes on Zoom or face-to-face. Thematic analysis using the Braun and Clarke (2006) model was carried out on the data generated.Results: This paper established that to promote the digitisation of education in Abuja, systemic change is required. This will bridge the gap between K-12 learners in the state and address the limitations within the state.Novelty and Contribution: Improving K-12 learning in Abuja will foster a more adaptable and future-oriented educational system in Nigeria.Social and Practical Implications: Pragmatically, digital integration will enhance teaching and learning, digital literacy, and curriculum delivery in these schools. Socially, adopting digital tools for teaching and learning will promote inclusive education such that all children, regardless of socio-economic status, will have access to quality education, in fulfillment of SDG 4.