EDUCATIONAL TECHNOLOGY AND SUSTAINABLE DEVELOPMENT OF HOME ECONOMICS STUDENTS IN UNIVERSITIES IN EBONYI STATE, NIGERIA

Abstract

This study investigated the role of educational technology in supporting economic transformation and sustainable development for Home Economics teachers in universities in Ebonyi State, Nigeria. The study was guided by three research questions and three null hypotheses. A descriptive survey research design was adopted, and the population consisted of 253 Home Economics students, comprising 94 from Alex Ekwueme Federal University and 159 from Ebonyi State University. The instrument for data collection was a structured questionnaire titled Role of Educational Technology in Supporting Economic Transformation and Sustainable Development in Home Economics Universities Questionnaire (RETSETSDHEUQ), which was validated by three experts and had a Cronbach Alpha reliability coefficient of 0.76. Mean and standard deviation were used to answer the research questions, while t-test was employed to test the null hypotheses at 0.05 level of significance. Findings revealed that online learning platforms positively influence teachers’ access to knowledge, flexibility, collaboration, and readiness for entrepreneurship and sustainable development with an overall cluster mean of 3.68. Digital textbooks also enhance teaching and learning by reducing costs, improving accessibility, and providing interactive learning opportunities with an overall cluster mean of 3.00, though their usage is constrained by technological challenges. Major challenges identified include poor internet connectivity, lack of digital skills, inadequate institutional support, high cost of devices, and frequent power outages with an overall cluster mean of 3.62. The hypotheses tested showed no significant difference in the mean ratings of teachers from federal and state universities on the influence of online learning platforms (p = .726), digital textbooks (p = .206), and the challenges associated with educational technology use (p = .783). The study concluded that educational technology is a viable tool for equipping Home Economics teachers with relevant skills for economic transformation and sustainable development. It recommends increased investment in digital infrastructure, training of teachers in digital literacy, and institutional support for integrating educational technologies into Home Economics programmes