Evaluation of Digital Literacy and Emerging Technology Adoption among Educational Psychology Students in Federal University of Education Zaria

Adbullahi Bashir Bawanallah

Abstract


The increasing prevalence of a knowledge-driven economy has made digital literacy a key area of competence towards academic achievement; while emerging technological advancements continue to transform the education and psychological studies landscape. This study assessed the level of Information and Communication Technology skills among undergraduate students of Educational Psychology at the Federal University of Education, Zaria, with a particular focus on their use of electronic information resources. The study employed a cross-sectional survey design and was guided by four hypotheses based on the Technology Acceptance Model, Digital Literacy Framework and the Diffusion of Innovation: perceived ease of use, perceived usefulness, digital innovation, and social norms. A structured questionnaire was used to collect data from a simple random sample of 86 students. The findings revealed a significant relationship between all four variables and the students' ICT skills in using electronic information resources. The results indicated that students' ability to access and use digital tools effectively was influenced by their perception of the usefulness and ease of the technology, their exposure to digital innovations, and prevailing social norms. The study concluded that strengthening these factors could significantly improve ICT skill acquisition and the use of electronic information resources for academic purposes. Recommendations were made to improve infrastructure, training, and policy implementation to promote better digital literacy among undergraduates.


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