INFLUENCE OF EMERGING LEARNING TECHNOLOGIES ON ACADEMIC STAFF PEDAGOGICAL PRACTICES AND SUSTAINABILITY-ORIENTED TEACHING OUTCOMES IN NIGERIAN UNIVERSITIES

Abstract

This study examined the influence of emerging learning technologies (ELTs) on academic staff pedagogical practices and sustainability-oriented teaching outcomes in Nigerian universities. A quantitative, correlational (non-experimental) survey design was adopted, with the population comprising academic staff from selected Nigerian universities. Using a multi-stage sampling technique, 274 academic staff were selected. Data were collected using a researchers-developed instrument titled Emerging Learning Technologies and Sustainability-Oriented Pedagogical Practices Scale (ELTSOPPS), which demonstrated adequate reliability (Cronbach’s α = 0.79) and validity through expert review. Descriptive and inferential statistics, including linear and multiple regression analyses, were employed at a 0.05 level of significance. The findings revealed that academic staff exhibited a moderate level of ELT adoption (M = 3.10, SD = 0.89) and pedagogical practice (M = 3.12, SD = 0.88). Results further indicated a statistically significant predictive relationship between ELT adoption and pedagogical practices, F(1, 272) = 132.25, p < .001, R² = .468, while institutional, technological, and socio-cultural factors significantly predicted ELT integration for sustainability-oriented pedagogy, F(3, 270) = 57.10, p < .001, R² = .388. These findings revealed the critical role of institutional and technological support in fostering sustainable pedagogical innovation. Practically, the study provides evidence-based guidance for university administrators on strengthening digital infrastructure and professional development, while theoretically; it extends existing models of technology integration by empirically linking ELT adoption to sustainability-oriented pedagogical outcomes in higher education.