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Incorporating Digital Literacy into the Curriculum for 21st Century: Nigerian Teachers Perception

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  • Okechukwu U. Solomon

    (Department of Physical Science, Rhema University Aba, Abia State, Nigeria)

  • Ogbonnaya-Ngwu Chidinma Esther

    (Department of English Language, Intellectual Giant Christian Academy, Aba, Abia State, Nigeria)

Abstract

This study examines teacher’s perception of incorporating digital literacy in Nigerian secondary classrooms as a key factor to future challenges of the 21st century, using eight secondary schools in Abia State (four private schools and four government schools). Questionnaires and interview were the instruments used to gather the information in this study, questionnaires were developed and administered to two hundred and fourty teachers in Abia state. The data were summarized in tables and further analyzed using percentage averaging. The result of this study shows that 80% of teachers are aware of the importance of incorporating digital literacy in the classroom and that digital literacy will improve students learning and performance in the classroom. Therefore, the findings of this study will draw the attention of curriculum planners, policy makers, ministry of education, principals amongst others on the need to integrate digital literacy into school’s curriculum and suggest ways of transferring these 21st century skills to learners in order for them to be prepared for future work and life.

Suggested Citation

  • Okechukwu U. Solomon & Ogbonnaya-Ngwu Chidinma Esther, 2023. "Incorporating Digital Literacy into the Curriculum for 21st Century: Nigerian Teachers Perception," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(3), pages 77-89, March.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:3:p:77-89
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