Abstract
The integration of Information and Communication Technologies (ICT) has transformed educational delivery worldwide, yet its effective use in Nigerian teacher education remains limited. This study explores lecturers’ attitudes toward ICT utilization in Colleges of Education in Kaduna State, emphasizing how their disposition influences technology adoption in instructional practice. A quantitative survey research design was employed, involving 274 lecturers selected through proportionate stratified random sampling. Data were collected using a validated structured questionnaire, with high reliability coefficients (α = 0.89 for attitude and α = 0.87 for ICT utilization). Descriptive and inferential analyses, including correlation and regression, were conducted using SPSS version 23. The findings revealed that lecturers possessed a generally positive attitude toward ICT but demonstrated only moderate utilization levels in teaching and learning activities. A strong positive and statistically significant relationship was found between lecturers’ attitudes and ICT utilization (r = 0.69, p < 0.001), with attitude predicting 47% of the variance in utilization. The study concludes that lecturers’ attitudes act as both a catalyst and a barrier to ICT integration positive attitudes enhance adoption, while negative or indifferent dispositions hinder it. It recommends that Colleges of Education and policymakers implement programs aimed at reshaping lecturers’ attitudes through continuous professional development, institutional incentives, and supportive digital infrastructure to foster a sustainable ICT culture in teacher education.
Keywords: Attitude, ICT Utilization, Lecturers’ Disposition, Colleges of Education, Kaduna State, Educational Technology, Digital Integration.
DOI: www.doi.org/10.36349/fujpam.2025.v4i02.003
author/Fatima Binta Sani, Saratu Ummi Abubakar & Abdullahi Umar
journal/FUJPAM Vol. 4, No. 2
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