E-Learning Readiness in a Nigerian Federal University: Assessing ICT Infrastructure, Internet Access, and Digital Literacy Among Year One Students E-Learning Readiness in a Nigerian University

Abstract

Background Nigerian universities face significant challenges in implementing e-learning due to infrastructural deficits, limited internet access, and varying digital literacy levels. However, comprehensive assessments of e-learning readiness that could inform institutional planning are lacking, particularly in North-Eastern Nigeria where universities face unique challenges. Objective This study assessed the ICT infrastructure availability, internet access patterns, and digital literacy levels of Year One students and GST lecturers at Modibbo Adama University , Yola, Nigeria. Methods A mixed-methods design was employed. A structured questionnaire was administered to 357 Year One students selected through stratified random sampling across six faculties. Semi- structured interviews were conducted with four GST lecturers. Descriptive statistics and thematic analysis were used to analyze the data. Results Smartphone ownership was near-universal (95.0%), while laptop ownership was limited (32.0%). Mobile data was the primary internet access for 80.4% of students, with 5.0% having no regular internet access. Digital literacy was predominantly basic (58.8%), with only 6.2% rating themselves as advanced. Among lecturers, 75% had minimal LMS experience, and 75% E-ISSN 2545-529x lacked digital pedagogy training. Significant disparities in device ownership and digital literacy were observed across faculties. Conclusion The findings reveal significant infrastructure and capacity gaps that must be addressed for successful e-learning implementation. The near-universal smartphone ownership presents an opportunity for mobile-first solutions, while the connectivity and literacy constraints necessitate offline functionality and user-centered design. The study provides a replicable assessment framework and evidence-based recommendations for institutional and national e- learning policy.

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