Assessing the Impact of the Advanced Digital Appreciation Programme for Tertiary Institutions (ADAPTI) Training in Colleges of Education: A Study of FCEs and COEs in the North Central States of Nigeria.

Abstract

The integration of digital competencies into teacher education remains pivotal in 
equipping 21st-century educators with the knowledge, skills, and attitudes necessary for 
effective teaching and learning in technology-driven environments. This study examined 
the impact of the Advanced Digital Appreciation Programme for Tertiary Institutions 
(ADAPTI) on lecturers in Colleges of Education (COEs) and Federal Colleges of 
Education (FCEs) across the North Central states of Nigeria. The study employed a 
descriptive survey research design to capture the perceptions and experiences of 
lecturers who participated in the programme. The population comprised 1,580 lecturers 
drawn from the targeted institutions, from which a sample of 316 respondents was 
selected using a stratified random sampling technique to ensure equitable 
representation across institutions, academic disciplines, and ranks. A researcher
developed instrument titled ADAPTI Impact Assessment Questionnaire (AIAQ), with a 
reliability coefficient of 0.87, was used to collect quantitative data on lecturers’ digital 
literacy, pedagogical integration, and research practices. Data were analyzed using mean 
scores and standard deviations to determine the extent of ADAPTI’s influence on 
professional competence. Findings revealed that participation in the ADAPTI training 
significantly enhanced lecturers’ digital literacy skills, instructional delivery approaches, 
and research productivity through improved use of digital tools, virtual learning 
platforms, and online collaboration systems. Nonetheless, the study also identified 
several implementation challenges, including inadequate institutional ICT infrastructure, 
unreliable power supply, and limited post-training technical support, which constrained 
the full utilization of the acquired digital competencies. The study concludes that while 
ADAPTI has substantially contributed to the digital transformation of teacher 
education in Nigeria, sustained government commitment, institutional investment in ICT 
infrastructure, and continuous capacity-building initiatives are imperative to consolidate 
these gains. It is therefore recommended that periodic refresher workshops, digital 
resource hubs, and the integration of digital pedagogy into teacher education curricula 
be prioritized to ensure long-term impact and sustainability in line with national and 
global educational development goals.