ASSESSMENT OF THE LEVEL OF AWARENESS AND KNOWLEDGE OF DIGITAL DIVIDE AMONG ACADEMIC STAFF IN NIGERIAN UNIVERSITIES

Abstract

This study investigates the level of awareness and understanding of the digital divide among academic staff in a selected Nigerian university. The digital divide, characterized by unequal access to digital technologies and competencies, remains a persistent barrier to equitable teaching and research in higher education. Using a descriptive survey design, data were collected from 150 academic staff through a structured questionnaire assessing digital divide awareness, access to digital resources, and perceived institutional support. Descriptive and inferential statistical tools, including ANOVA and frequency analysis, were used to analyze the data. Findings revealed a generally high level of conceptual awareness of the digital divide, particularly regarding its impact on teaching and learning. However, the practical adaptation of pedagogy to accommodate digitally disadvantaged students was less common. Significant differences in awareness were observed across academic ranks, with senior staff demonstrating greater understanding. Respondents identified key challenges such as poor internet connectivity, inadequate teaching tools, limited training, and weak institutional support. These findings highlight the need for integrated interventions that improve digital infrastructure, provide continuous digital literacy training, and promote inclusive teaching practices. The study recommends strategic institutional reforms to bridge digital gaps and foster an equitable digital environment for both staff and students.