Abstract
This study examines teachers’ perceptions of the influence of computational thinking (CT) on Indigenous language learning in Nigeria. Computational thinking, recognized as a critical 21st-century skill, encompasses problem-solving processes such as abstraction, pattern recognition, decomposition, and algorithmic reasoning, and its integration into language education has been proposed as a means of enhancing learner engagement, comprehension, and creativity. However, the effectiveness of this integration depends largely on teachers’ readiness, attitudes, and the level of institutional support available, which prompted this study to specifically explore the perceived benefits and challenges of applying computational thinking in Indigenous language teaching, evaluate teachers’ level of ICT preparedness, and identify the support systems required for its effective implementation. The study, which was guided by research questions focusing on teachers’ perceptions of these benefits, the challenges encountered, their level of ICT competence, and the needed support systems, adopted a descriptive survey research design targeting Indigenous language teachers in secondary schools within Oredo Local Government Area of Edo State. Data were collected through a structured questionnaire designed to capture teachers’ perceptions, experiences, and competencies related to computational thinking and ICT usage, and the collected data were subsequently analyzed using mean scores and standard deviations to determine trends and patterns in responses. The findings revealed that computational thinking offers significant educational benefits, including improved learner engagement, enhanced vocabulary development, and strengthened problem-solving skills, though several challenges were also identified, such as limited training opportunities, inadequate ICT facilities, increased time required for lesson preparation, and concerns regarding the cultural relevance of digital learning activities. Furthermore, the study showed that although teachers possess basic ICT skills, many lack the confidence to implement innovative digital teaching strategies; therefore, the study concludes that computational thinking has strong potential to enhance Indigenous language learning when supported by adequate training, technological infrastructure, and enabling policies. Consequently, it recommends that educational authorities and policymakers provide targeted professional development, improve access to ICT resources, and promote collaboration among teachers, technology experts, and community stakeholders to ensure an effective and culturally responsive integration of computational thinking in language education.