DIAGNOSING POLICY AND PRACTICAL BARRIERS TO DIGITAL CURRICULUM INNOVATION IN SECONDARY SCHOOLS IN IMO STATE: AN INTERDISCIPLINARY ANALYSIS AND SOLUTION FRAMEWORK

Abstract

The integration of digital technologies into secondary school curricula is essential for fostering 21st-century skills, improving learning outcomes, and preparing Nigerian youth for a digital economy. This interdisciplinary study diagnoses policy and practical barriers to digital curriculum innovation while proposing a comprehensive solution framework. Drawing on education policy, information and communication technology (ICT), and development studies, the research employed a descriptive survey design with 200 participants (120 teachers and 80 administrators) selected through stratified random sampling across the three senatorial zones of Imo State. Data were collected using a validated 30-item Likert-scale questionnaire (Cronbach’s α = 0.87) and analyzed with descriptive statistics (means, standard deviations) and inferential statistics (independent samples t-test and Pearson correlation) via SPSS version 26. Results indicated that practical barriers (M = 4.32, SD = 0.61) were perceived as significantly more severe than policy barriers (M = 3.85, SD = 0.72), t(198) = 4.67, p < .001. A moderate positive correlation existed between policy and practical barriers (r = .52, p < .01), underscoring their interdependence. The study contributes empirically grounded insights for stakeholders in Imo State and similar developing contexts, emphasizing that sustainable digital curriculum innovation requires aligned policy and practical interventions. Recommendations include immediate state-level digital curriculum guidelines and teacher professional development programs.