PERCEIVED DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATORS FOR EFFECTIVE INSTRUCTIONAL DELIVERY IN COLLEGES OF EDUCATION, DELTA STATE

PERCEIVED DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATORS FOR EFFECTIVE INSTRUCTIONAL DELIVERY IN COLLEGES OF EDUCATION, DELTA STATE

ABSTRACT

In today’s digital era, the integration of technology in education has become essential for effective instructional delivery. This research project aims to investigate the perceived digital skills required by business educators for effective instructional delivery in Colleges of Education in Delta State, Nigeria.

A mixed-methods research design will be employed, combining quantitative surveys and qualitative interviews. The research objectives include identifying the perceived digital skills necessary for business educators, assessing the current level of digital skills among business educators, exploring the challenges and barriers faced in acquiring and utilizing digital skills, and identifying strategies and recommendations for enhancing digital skills among business educators.

The findings of this research project will contribute to the existing body of knowledge by providing insights into the perceived digital skills required by business educators for effective instructional delivery in Colleges of Education in Delta State. The research will identify the specific digital skills deemed important by business educators, such as proficiency in using educational technology tools, online teaching platforms, multimedia resources, and digital assessment methods. It will assess the current level of digital skills among business educators, including their confidence and competence in utilizing digital tools for instructional purposes. Additionally, the research will explore the challenges and barriers faced by business educators in acquiring and utilizing digital skills, such as limited access to technology, inadequate training opportunities, and resistance to change. It will also propose strategies and recommendations for enhancing digital skills among business educators, including professional development programs, resource allocation, and pedagogical support.

The implications of this research extend to business educators, administrators in Colleges of Education, policy-makers, and teacher training institutions. The findings will inform business educators about the perceived digital skills necessary for effective instructional delivery and provide insights into their own digital skills gaps. Administrators can utilize the research findings to develop targeted professional development programs and allocate resources to enhance the digital skills of business educators. Policymakers can utilize the research findings to develop policies that support the integration of digital skills training in teacher education programs. Teacher training institutions can benefit from the research findings by incorporating digital skills development into their curriculum and pedagogical approaches

PERCEIVED DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATORS FOR EFFECTIVE INSTRUCTIONAL DELIVERY IN COLLEGES OF EDUCATION, DELTA STATE, GET MORE  PHD DISSERTATION BUSINESS EDUCATION

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