CHALLENGES OF TECHNOLOGY-DRIVEN ADULT EDUCATION DELIVERY IN ADULT LITERACY CENTRES IN AKAMKPA LOCAL GOVERNMENT AREA, CROSS RIVER STATE: AN EMPIRICAL SURVEY STUDY

Abstract

Digital technology is often presented as a means of extending literacy, vocational learning and lifelong education in Nigeria, but its value in adult literacy centres depends on whether centres, facilitators and learners can use it under everyday local conditions. This study investigated the challenges surrounding technology-driven adult education delivery in adult literacy centres in Akamkpa Local Government Area of Cross River State. Using a descriptive cross-sectional survey design, questionnaire data were obtained from 362 respondents made up of adult learners and literacy facilitators in selected centres. Participants assessed both the support needed for effective technology-supported delivery and what was presently available across nine domains: digital devices, internet connectivity, electricity supply, funding and maintenance, facilitator competence, learner digital readiness, local-language content, inclusive access and monitoring. Analysis relied on frequencies, percentages, means, standard deviations, gap scores, tables and graphical summaries. Marked shortfalls were identified in digital devices, internet connectivity, electricity supply, funding and maintenance. High data costs, weak network access, low learner confidence and limited facilitator digital pedagogy also featured prominently among the constraints reported. Respondents gave priority to community digital learning hubs, mobile-first/offline literacy content, solar charging support and continuous facilitator training. The evidence suggests that technology can strengthen adult literacy delivery in Akamkpa when it is used as an inclusive, context-sensitive support for teaching rather than as a substitute for human facilitation. Accordingly, blended delivery, shared devices, low-data platforms, solar power support, regular facilitator training and simple monitoring of literacy and digital skill outcomes are recommended.