INFLUENCE OF LECTURERS’ 4IR-SKILLS ON THEIR USE OF VIRTUALLEARNING PLATFORMS FOR TEACHING IN UNIVERSITIES IN KWARA STATE

Abstract

This study examined lecturers’ Fourth Industrial Revolution (4IR) skills and their influence on the use of Virtual Learning Platforms (VLPs) for teaching in universities in Kwara State, Nigeria. As higher education continues to embrace technology-driven instruction, lecturers’ digital competencies play a pivotal role in determining the effective integration of VLPs such as Moodle, Google Classroom, and Microsoft Teams. Guided by the descriptive survey design, the study targeted university lecturers across federal, state, and private institutions in Kwara State. A sample of 50 lecturers was randomly selected, and data were collected using the Questionnaire on Lecturers’ 4IR Skills and Use of Virtual Learning Platforms for Teaching in
Universities in Kwara State (QL4SUVLPTUKS). The instrument measured lecturers’ technological proficiency, adaptability, and self-efficacy in relation to their use of VLPs. Data were analysed using descriptive and inferential statistics at a 0.05 level of significance (t-test and linear regression). Findings revealed that lecturers in Kwara State possess a high level of 4IR skills, particularly in digital literacy, critical thinking, and ethical information use, utilise virtual learning platforms, predominantly using Google Classroom, Google Meet, Zoom, WhatsApp, Telegram, and Microsoft Teams, while Edmodo, Canvas, and Schoology are underutilised; they possess high levels of 4IR skills with no significant gender differences,  and their 4IR skills do not significantly influence VLP usage. The study concludes that lecturers’ 4IR competencies are critical enablers of effective virtual instruction and recommends continuous professional development, institutional support, and mentorship programs to strengthen digital teaching capabilities. These efforts will promote sustainable technology adoption and improve pedagogical outcomes in universities