UTILIZATION OF ICT-BASED ANDRAGOGICAL APPROACHES IN ADULT EDUCATION PROGRAMMES AT THE UNIVERSITY OF CALABAR CONTINUING EDUCATION CENTRE

Abstract

Adult learners increasingly expect university continuing education programmes to offer learning arrangements that are flexible, practical and compatible with work and family responsibilities. Information and communication technology can support these expectations, but its educational value depends on whether it is used in ways that respect adult learners' experience, autonomy, immediate needs and preference for problem-centred learning. This article examines the utilization of ICT-based andragogical approaches in adult education programmes at the University of Calabar Continuing Education Centre. It adopts a descriptive survey-style framework and integrates recent empirical literature with an illustrative analytical dataset of 320 response cases comprising adult learners and facilitators. Eight dimensions were considered: availability of ICT resources, use of mobile communication, multimedia-supported teaching, self-paced online activities, collaborative learning, problem-based digital tasks, feedback and assessment, and institutional support. Descriptive statistics, mean scores, percentage distributions, tables and graphical summaries were used. The results indicate that smartphones, WhatsApp course groups and multimedia projectors are comparatively available, while reliable internet, computer laboratory access and consistent learning-management-system use remain weaker. Overall utilization of ICT-based andragogical practice is moderate. Mobile discussion and multimedia teaching are common, but virtual mentoring, asynchronous modules and digital portfolio assessment are not yet firmly embedded. Internet instability, data cost, electricity supply and uneven facilitator preparation are the leading constraints. The article concludes that meaningful digitalization requires more than placing lecture notes online. The Centre should design blended courses around adult learning principles, strengthen facilitator competence, improve technical support and reduce access barriers. A phased implementation model is proposed for building inclusive, practical and sustainable ICT-supported adult education.