ICT

The rapid evolution of the digital economy presents both opportunities and challenges for Small and Medium Enterprises (SMEs) in Nigeria. Despite the growing significance of Information and Communication Technology (ICT) in business operations, many SMEs struggle with inadequate digital infrastructure, limited ICT skills, security concerns, and restricted access to digital markets. This study develops an ICT-Readiness Framework tailored to the Nigerian SME landscape, addressing these challenges and providing a structured approach for digital adoption. The framework consists of six key components: Infrastructure Development, Digital Literacy, and Access to Digital Markets, Policy & Regulatory Support, Innovation & Sustainability, and Monitoring & Evaluation. To ensure its practicality, the framework was implemented as a C program, enabling SMEs to assess their ICT readiness, identify gaps, and receive actionable recommendations. The system was successfully executed, providing accurate evaluations based on SME-specific inputs. Findings from the implementation demonstrate that the framework can effectively guide SMEs in enhancing their ICT adoption by improving connectivity, promoting digital skills, expanding market reach, ensuring policy compliance, and fostering innovation. By adopting this structured approach, Nigerian SMEs can better position themselves for growth in the digital economy. This study contributes to the ongoing discourse on SME digital transformation by offering a practical, data-driven solution for ICT readiness. Future research can focus on expanding the framework to include artificial intelligence-driven assessments and cloud-based integration for broader accessibility.

This study assesses challenges of adopting Information and Communication Technology (ICT) in teaching history in higher institutions. Four research questions were raised to guide the study. The population comprised of history education students in University of Benin, Benin City. A sample of 150 was selected for the study. A descriptive survey research design was adopted. Data was collected using a structured questionnaire. The reliability of the instrument was ascertained and Cronbach alpha coefficient of 0.82 was obtained. The online survey method using Google Form was adopted in collecting data from respondents. Data collected was analyzed using descriptive statistics (mean and standard deviation). Results indicated that Internet and online databases did not constitute challenges to adopting ICT in teaching and learning history, there are qualified ICT instructors, however there are experiences/incidences of untrained ICT instructors and shortage of qualified ICT instructors, there are sufficient ICT classrooms/Building, there are occasions of poor teaching methods in using ICT for teaching history. The study recommended that university authorities should as a matter of policy provide regular training and retraining for ICT instructors, government should endevour to improve on manpower (ICT instructors) in other to ensure sufficiency and effective teaching and learning of history using ICT, instructors should endevour to engage the best teaching method so as to achieve the learning objectives and stimulate students’ interest in learning

This study evaluated the use of ICT in the teaching and learning processes amidst pandemic in Adult Literacy Centres in Oredo Local Government Area. The population of the study comprised of facilitators and adult learners in three Adult literacy centres in Oredo Local Government Area of Edo State. The study comprised a sample of 120 respondents (25 facilitators and 95 learners), who were selected using the simple random selection method technique. Five research questions were raised, and the questionnaire research instrument was used. The questionnaire comprised of 20 items to enable the proper analyses and evaluation of the research question raised. The reliability of the instrument was ascertained using the test-retest method. Data collection was analysed using simple percentages. The anaylsis reviewed that Adult Literacy Centres made use of minimum ICT equipment and mediums to aid the teaching and learning processes of the Adult Learners. It also revealed that facilitators in Adult Literacy Centres should be trained on the use of ICT gadgets and equipment to enable sustainable use and continuous teaching and learning. There should also be the conscious involvement and integration of ICT in Adult Literacy Centres especially because of the still present COVID19 virus Pandemic.

The purpose of this study was to investigate the Assessment of the role of ICT in the effective teaching and learning of adults in adult literacy centers in Benin Metropolis.its specific objectives where to determine the usefulness of information and ommunication technology in the teaching and learning of adults in adult literacy center in Benin Metropolis,To examine how effective and efficient the use of Information and communication technology resources in the teaching and learning of adult in literacy
centers in Benin metropolis,To assess the extent of information and communication technology utilized in the delivery of adult literacy educational in that area, and determine the challenges milltating against the application of information and
communication technology in adult literacy education delivered in that area, if available, in assisting the facilitators in integrating ICT into teaching. Structured questionnaire were administered to 79 selected stakeholders in adult literacy centers. The study identified a clear infrastructural gap in ICT in the three local government areas which has hampered the effective teaching and learning of adults. The study also discovered that only a limited proportion of the facilitators are very proficient in ICT use. Conclusively, the study discovered that lack of inadequate funding was the major challenge faced by the facilitators across board. The study recommends that intervention be made in the area of ICT in adult literacy centers to enhance the level of teaching and learning and improve adults performance in Adult literacy centers.