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Ndidi M. Ofole, University of Ibadan, NigeriaAbstract
Digital literacy of counselling psychology teachers in southwestern Nigerian universities was examined in this study. Two hundred and twelve counselling psychology teachers were drawn. Their ages ranged from 20 to 60 years, with a mean age of 30 years. Son et al. (2011) questionnaire was the outcome measure. Results show that 42.9% of the respondents have 1–5 years’ experience using computers in the classroom despite 11 to 15 years teaching experience. Ownership of notebook PCs was highest (86.0%), followed by Tablets (58.5%). The majority of the respondents learnt computer skills using informal approaches. Most of the respondents considered their computer literacy, internet literacy and typing speed good. Majority (97.2%) indicated they used the internet all the time. Most respondents judged themselves to be intermediate for a range of applications. Overall, the use of digital tools to augment teaching was low. Only 42, representing 22.2% of the respondents used digital tools in their classroom. Lack of computer skills and limited access to the internet were two impediments to the use of digital tools in the classroom. Majority of the teachers have positive perceptions concerning the use of instruction. Addressing the identified skill gaps through targeted professional development, embedded digital literacy modules, and institutional support were recommended.
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Conference: ECE2025Stream: Counselling
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Ofole N. (2025) A Survey of Digital Literacy Among Counselling Psychology Teachers in Southwestern Nigeria Universities ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 181-198) https://doi.org/10.22492/issn.2188-1162.2025.16
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.16
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