IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
UNKNOWN_VOLUME
DOI: 10.56201/ijee.v10.no3.dec.2024.pg521.529

---

Policy and Infrastructure Readiness for Educational Digitalization in Business Education Under CCMAS in Bayelsa State

Abadom Sililayefa, PhD,

---

Abstract

This study examined policy and infrastructure readiness for the digitalization of Business Education under CCMAS. Adopting a descriptive survey research design, the study aimed to evaluate the adequacy of existing policies and infrastructure supporting digital transformation and to identify challenges hindering their effectiveness. The population comprised Business Education stakeholders, including lecturers and students in selected tertiary institutions. A structured questionnaire was used for data collection, with responses analyzed using mean and standard deviation. Findings revealed that while policy frameworks for digitalization exist, gaps remain in implementation, funding, and resource allocation. Additionally, inadequate ICT infrastructure, unreliable internet connectivity, and insufficient technical support were identified as major challenges hindering digital adoption. The study recommends increased investment in digital infrastructure, policy enforcement, and enhanced capacity-building programs for educators and administrators to facilitate effective digital transformation in Business Education.

Digitalization, Business Education, Policy Readiness, Infrastructure, CCMAS

---

References:

Adebayo, T. (2023). Policy adequacy and infrastructure readiness for digital transformation in
education. Journal of Educational Technology, 12(3), 45-62. https://doi.org/xxxxx
Adeola, P., & Yusuf, M. (2022). Overcoming barriers to digital education in Nigerian higher
institutions. African Journal of Digital Learning, 8(1), 78-92.
Akpan, E., & Etim, B. (2021). Challenges of digital learning adoption in Nigerian universities.
International Journal of Educational Policy and Leadership, 14(2), 112-130.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2019). Teacher technology change: How knowledge,
confidence, beliefs, and culture intersect. Journal of Research on Technology in Education,
42(3), 255-284.
Federal Ministry of Education (FME). (2021). ICT integration in Nigerian education: Policies and
strategies. Abuja, Nigeria: Federal Government Press.
Laurillard, D. (2018). Teaching as a design science: Building pedagogical patterns for learning
and technology. Routledge.
Nwosu, C. (2023). The role of ICT in transforming Business Education in Nigeria. Journal of
Business and Digital Learning, 6(4), 201-218.
Okon, J. (2021). Resistance to technology adoption in higher education: Challenges and solutions.
Nigerian Journal of Educational Technology, 5(2), 145-167.
Okonkwo, U., & Njoku, P. (2022). Digital readiness in Nigerian universities: Policy and
infrastructure perspectives. International Journal of Higher Education Policy, 9(3), 88-
Okoro, D. (2022). Evaluating ICT infrastructure for effective digital learning in Nigerian tertiary
institutions. Journal of Digital Education and Policy Studies, 7(1), 63-79.
Onguko, B. (2020). Digitalization and the future of Business Education: Policy implications.
International Journal of Business Education Research, 15(2), 34-50.
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators:
DigCompEdu. Publications Office of the European Union.

DOWNLOAD PDF

---

Back