ABSTRACT
In today’s digital era, digital literacy skills have become essential for business educators to remain relevant in tertiary institutions. This research project aims to explore the acquisition of digital literacy skills as an essential tool for business educators’ relevance in tertiary institutions in Kwara State, Nigeria.
A mixed-methods research design will be employed, combining quantitative surveys and qualitative interviews. The research objectives include assessing the current level of digital literacy skills among business educators, identifying the specific digital literacy skills necessary for their relevance, exploring the challenges faced in acquiring these skills, and proposing strategies for enhancing digital literacy skills acquisition among business educators.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the acquisition of digital literacy skills as an essential tool for business educators’ relevance. The research will assess the current level of digital literacy skills among business educators, including their proficiency in using digital tools, online resources, digital communication platforms, and data analysis tools. It will identify the specific digital literacy skills necessary for their relevance, such as information literacy, media literacy, digital communication, critical thinking, and data analysis. Additionally, the research will explore the challenges faced by business educators in acquiring these skills, such as limited access to technology, inadequate training opportunities, and resistance to change. It will propose strategies for enhancing digital literacy skills acquisition among business educators, including professional development programs, technology integration in teaching and learning, mentorship, and collaborative learning communities.
The implications of this research extend to business educators, administrators, policymakers, and teacher training institutions in Kwara State, Nigeria. The findings will inform business educators about the specific digital literacy skills required for their relevance in tertiary institutions, allowing them to enhance their skill set and instructional practices accordingly. Administrators can utilize the research findings to develop targeted professional development programs and allocate resources to support the acquisition of digital literacy skills among educators. Policymakers can utilize the research findings to develop policies that promote the integration of digital literacy skills in teacher education programs and provide incentives for continuous professional development. Teacher training institutions can benefit from the research findings by incorporating digital literacy skills development into their curriculum and pedagogical approaches.
In conclusion, this research project aims to explore the acquisition of digital literacy skills as an essential tool for business educators’ relevance in tertiary institutions in Kwara State, Nigeria. By understanding the current level of digital literacy skills, identifying necessary skills, exploring challenges, and proposing strategies, stakeholders can enhance the effectiveness of business education and ensure educators’ preparedness for the digital age
DIGITAL LITERACY SKILLS ACQUISITION: ESSENTIAL TOOL FOR BUSINESS EDUCATORS’ RELEVANCE IN TERTIARY INSTITUTIONS IN KWARA STATE NIGERIA, GET MORE PHD DISSERTATION BUSINESS EDUCATION
