Challenges of ICT Integration in Teaching and Learning in Nigerian Universities and Their Implications for Educational Development

s study examined the barriers to Information and Communication Technology (ICT) integration in teaching and learning in Nigerian universities and its implications for educational development. Data were collected using a cross-sectional survey design from 1,102 respondents (315 lecturers, 738 students, and 49 administrative/ICT staff) across five Nigerian universities (NAUB, MAU, GSU, TSU, and FUK) via a structured questionnaire (Cronbach's alpha = 0.89). Explicitly map the TOE framework's technological, organisational, and environmental dimensions to the study's barrier categories and discuss how the findings align with or extend the framework. The results showed that environmental barriers were rated as the most severe (68.5%), followed by technological barriers (64.4%) and organisational barriers (61.5%). The top five individual barriers were lack of government funding (85.1%), lack of bandwidth and internet connectivity (80.5%), erratic power supply (77.5%), corruption (77.3%) and low digital proficiency among lecturers (73.2%). The differences among the five universities were statistically significant (p < 0.05, e.g., ANOVA F = [value], η² = [value]), indicating that institutional context influences ICT integration challenges. However, the use of ICT was perceived positively by the lecturers and students especially in terms of access to learning resources (mean = 3.94) and students' engagement (mean = 3.88). The study concludes that ICT integration in Nigerian universities faces interconnected technological, organisational, and environmental barriers that require coordinated intervention.Soften the claim or add a brief explanation of how the findings support a systemic interpretation, such as correlations among barrier categories. There are five main recommendations: (1) Increase government funding to meet UNESCO recommended levels of 26% of the national budget, (2) Strengthen anti-corruption and accountability mechanisms, (3) Institutionalise continuous professional development in ICT for all lecturers, (4) Address the digital divide through specific measures, and (5) Develop comprehensive ICT strategic plans with stakeholder engagement. The study provides a contextualised, evidence-based framework to understand and address the challenges of ICT integration in resource-constrained higher education systems, with implications for policymakers, university administrators and development partners.