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Influence of Educators' Digital Literacy and Institutional Support on the Adoption of Mobile Learning in the College of Education, Obudu, Cross River State, Nigeria

Harriet Akudo Agbarakwe Godwin Atianbende Udida

Abstract

This study examined the influence of educators' digital literacy and institutional support on the adoption of mobile learning at the Federal College of Education, Obudu, Cross River State, Nigeria. A descriptive survey design was adopted, with data drawn from 335 of 356 sampled teaching staff (a 94% response rate) selected through simple random sampling from a population of 1,700 educators. The validated instrument, the Educators' Adoption of Mobile Learning questionnaire, recorded Cronbach Alpha reliability coefficients of 0.81 (digital literacy) and 0.85 (institutional support). Data were analyzed using mean, standard deviation, simple linear regression, and independent samples t-test at the 0.05 significance level. Results showed that educators' digital literacy significantly predicts mobile learning adoption, accounting for approximately 29% of the variance (R = 0.534, R2 = 0.285, p < 0.05). Institutional support was also rated highly by educators, particularly reliable internet connectivity and provision of ICT facilities, although the overall extent of mobile learning adoption remained low. No statistically significant gender differences were found in either digital literacy's influence or perceptions of institutional support. The study concludes that strengthening educators' digital competencies alongside deliberate institutional investment in infrastructure, training, and policy is critical to closing the adoption gap, and recommends sustained digital skills development and enhanced institutional commitment to mobile learning integration.

Keywords

Digital LiteracyInstitutional SupportMobile Learning Adoption and Educators.

References

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