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Trends of Tertiary Education in Nigeria: Art Education and Technological Literacy Appraisal

Noah Oluwasanjo Ajayi
Melanie Benedictte Luckay


Digital Technologies (DTs) have become the trend of teaching and learning in Nigerian tertiary institutions as a result of the recent COVID-19 pandemic lockdown. The DTs have changed the method of instruction and levels of students’ involvement in art education. This  study appraises classroom situations of art education in terms of technological tools usage, assessment methods, and pedagogical  devices. The technology-based theoretical framework of Engestrom’s Activity Theory (EAT), was used to analyse this study. The study was  conducted at the Lagos State University of Education (LASUED), Oto/Ijanikin, Lagos, Nigeria. It adopts a qualitative research approach,  using a case study, and purposively selecting participants from the Department of Fine and Applied Arts Education of LASUED. Data were  collected using semistructured interviews (SSI) and focus group discussions (FGD). The data were transcribed, coded, and analysed using  content analysis with relevant themes and sub-themes for discussion. The findings show that the participants really accepted the use of  DTs but occasionally used it due to inadequate DTs and the challenge of spending personal money cum epileptic power supply. Thus,  recommended that; the Lagos State government should improve on more possession of and access to DTs and digital skills cum training  and retraining of A&DEd lecturers and students to close low technological literacy level.  

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eISSN: 1595-8485