GUIDANCE AND COUNSELLING IN THE DIGITAL ERA: ADVANCING INCLUSIVE AND DIVERSE LEARNING IN NIGERIA

The rapid digitisation of education has intensified the need for inclusive learning systems that accommodate diverse learners. This study investigates the role of guidance and counselling in advancing inclusive learning within the Nigerian digital education context. Drawing on Holland's Occupational Environment Theory and Reality Therapy, the study adopts a mixed-methods descriptive survey design. Data were collected from 200 respondents selected through stratified random sampling from a population of 2,000 participants. Quantitative data were analysed using descriptive statistics and an independent samples t-test, while qualitative data were analysed using thematic analysis with NVivo coding. Findings reveal that socio-emotional competencies, particularly emotional regulation (M = 4.00) and stress management (M = 3.50), are critical for effective counselling in inclusive learning environments. Inferential analysis indicates no statistically significant differences across demographic variables (t(198) = -0.13, p = 0.90, Cohen's d = 0.02), suggesting that the challenges of digital inclusion are widely shared. Thematic analysis of qualitative responses identified five major themes: digital-induced anxiety, lack of coping strategies, desire for structured counselling, peer comparison stress, and inadequate counsellor digital skills. The paper argues that guidance and counselling should be repositioned as a central mechanism for addressing the socio-emotional and cognitive demands of digital learning. It concludes that strengthening counselling frameworks is essential for achieving equitable and sustainable education in Nigeria.