DIGITAL LITERACY AND LEARNING AS TOOLS TO QUALITY EDUCATION IN NIGERIAN SECONDARY SCHOOLS IN POST COVID-19 ERA

Abstract

This study examines digital literacy and learning as tools to quality education in Nigerian secondary schools in the post-Covid-19 era, with a specific focus on Rivers State. There search objectives are to assess the digital literacy level of secondary school students, examine the impact of digital learning on academic achievement, identify challenges in implementing digital learning, and investigate the role of teacher training and support in facilitating digital literacy and digital learning. The study involved 420 teachers from various secondary schools in River State, Nigeria. Data were collected through a questionnaire-based survey and statistical analysis was conducted by use of mean responses. The findings revealed that there is confidence level of students in using digital tools, there is limited access to reliable internet connectivity, sufficient availability of digital devices. On the role of teacher training and support in facilitating digital literacy and learning, there is disagreement. That is there is insufficient training opportunities for teachers to develop their digital literacy skills, among others. Recommendations include strengthening digital literacy initiatives, enhancing instructional strategies, improving infrastructure and access, providing comprehensive teacher training, and fostering collaboration among teachers. By implementing these recommendations, Nigerian secondary schools can enhance the quality of education in the digital era. The findings of this study have implications for policymakers, educators, and stakeholders in designing and implementing effective digital learning strategies.