INCORPORATING DIGITAL TECHNOLOGY TO ADULT LITERACY EDUCATION PROGRAMMES IN CROSS RIVER STATE

Abstract

This study is on the incorporation of digital technology in adult literacy education programmes in Cross River State. Three objectives and three research questions guided the study. It adopted a descriptive survey. Three hundred adult learners participating in literacy programs across the state made up the population. Out of these, 150 adult learners and 50 facilitators were selected for the study. The researcher adopted a multistage sampling procedure to select the sample size. A four-point modified Likert scale questionnaire titled "Incorporating Digital Technology to Adult Literacy Education Programmes Questionnaire (IDTALEPQ)" was used for data collection. Collected data was analyzed with descriptive statistics (mean, standard deviation, frequency). Findings revealed that the integration of digital technology to enhance adult literacy instruction in adult literacy in Cross River State remains low due to insufficient facilitator training, limited infrastructure, and inconsistent usage across centers; adult learners possess low digital literacy skills and lack confidence in using digital tools, and that the effective integration of digital technology into adult literacy education is hindered by systemic challenges such as high data costs, poor infrastructure, lack of technical support and skills, irrelevant content, and resistance to change among both facilitators and learners. Based on the findings, the study concluded that despite recognition of the benefits of digital technologies in adult literacy education, their integration remains very limited due to infrastructural, pedagogical, and competency-related challenges, highlighting the urgent need for comprehensive interventions in training, infrastructure, content development, and change management. However, the study recommended comprehensive digital literacy training for adult literacy facilitators and learners, context-specific instructional support, and a strong capacity-building framework to integrate digital technologies into adult education programs effectively.